American schooling institutions have had a significant trend of poor academic and behavioral performance and disproportionalities for African-American students for the last twenty plus school years. As national expectations shifted towards high stakes accountability, efforts to make curricula more culturally relevant in its approaches to teaching basic skills to the student gradually subsided, having the greatest impact on Black students and many of their peers from varying ethnic/cultural backgrounds. 
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Administrative and instructional efforts have been implemented across the country to address these inequities, however, these efforts prove to have limited positive success in the overall academic, behavioral, and SEL achievement of Black students and many of their peers from varying ethnic/cultural backgrounds within local education agencies. 
 
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