Deep poverty is the result of economic and social policies that inhibit the life chances and opportunities of children experiencing material hardship. These barriers to success are compounded when children are discriminated against because of their race, ethnicity, English learner status, religion, dis/ability status, and immigration status. Because their needs are often ignored, children living below the poverty line have been called the "invisible Americans." But, of course, they are not invisible. In too many instances, policymakers, and society at large, have turned a blind eye to how material hardship results in suffering and loss of opportunity for generations of children. The purpose of this report is to make what is "invisible" visible and to suggest three evidence-based strategies that have the capacity to enable educators, in collaboration with the families and the communities they serve, to create learning environments in which students living in deep poverty are supported and successful. While education alone cannot eliminate childhood deep poverty, it is a key component for a comprehensive approach to building an enduring equal-opportunity society.