The purpose of this APA BEA Racial Disparities Task Force report is to examine the role of racism and bias on educational opportunity and achievement disparities experienced by children. Specifically, we seek to link racism explicitly to opportunity gaps by examining how racism operates on multiple levels. Using critical race theory, intersectionality, and structural determinants of learning, we identify how racism works at the systemic, institutional, interpersonal, and intrapersonal levels to impact students' access to learning opportunities, school experiences, and educational outcomes. Racism compromises racial and ethnic minoritized (REM) students' ability to thrive, be healthy, and be on track for educational success. Some of these achievement gaps are due to historical legacies of racism and current inequities that limit households' economic viability and stability among families of color, which then impacts students' access to safe and adequate housing, food, and health care, as well as high-quality schooling. Institutional racism is also directly and indirectly linked to students' achievement, as evidenced by policies that create inequities in access to resources, de facto segregation due to race and family income, and inequitable access to high-quality instruction. Other ways racism directly and indirectly impacts educational disparities is through interpersonal experiences, such as implicit biases and suspension and expulsion policies. These exclusionary practices often result in the school-to-prison pipeline that excludes and eventually removes students, primarily Black students and students with disabilities, from the learning environment, resulting in disengagement and dropping out of school. Internalized racism is also a factor that influences how students of color perceive their intelligence and ability as less than their White peers, resulting in lower performance and achievement. Finally, we provide recommendations to alleviate the impact of racism on students' learning opportunities and experiences at all levels that could reduce the achievement gap.