The diversity in U.S. public schools continues to increase across the country. In 2021, 37% of Black students attended high-poverty schools, compared with 7% of White students (NCES, 2021). Although U.S. students are generally underperforming when compared to students from other major developed countries (Darling-Hammond et al., 2024), Black students as a whole are not performing as well as other groups of students. In the context of this chapter, the terms Black and African American are used interchangeably. Given that there are many opportunity gaps in equity and access to quality education, minority students continue to underperform in public schools (Barton & Coley, 2010; Carter & Welner, 2014; Darnon et al., 2018; Ladson-Billings, 2009). Research suggests that the general public and minority communities in particular do not have confidence that public schools are serving the needs of culturally, linguistically, and ethnically diverse students (Farinde-Wu et al., 2017; Nieto, 2004). It is clear that Black students have consistently been underserved and undereducated in PK–12 schools across the United States (Darnon et al., 2018; Ladson-Billings, 2000; Pino & Smith, 2004). According to Gershenson et al. (2018), Black students randomly assigned to at least one Black teacher in grades K–3 are nine percentage points (13%) more likely to graduate from high school and six percentage points (19%) more likely to enroll in college than their same-school, same-race peers (Gershenson et al., 2018). In the study, no Black teacher effect was found for White students (Gershenson et al., 2018).