Introduction
The achievement gap in formal schooling between African American children and other groups is stark. This has proven consistent over time (Coleman, et al, 1966), across jurisdictions (Clotfelter, Ladd & Vigdor, 2009; Bailey & Dziko, 2008), and throughout the K-12 system (The National Center for Education Statistics, 2014). Improving these issues is an obvious direction forward. Yet, the obstacles are numerous and multifaceted (Sanacore, 2004). Relative to the public domain, the school system is often targeted for a lack of understanding in relation to educating young African Americans of low socio-economic status. The curriculum is long been criticized for being de-contextualized to ...