The racial achievement gap is one of the most persistent and pervasive issues in educational research. Unfortunately, the current research on Black student achievement lacks empirical studies that address the academic strengths and challenges facing Black girls. Specifically, there is a dearth of resources in the form of books, articles, and policies to support the learning of Black girls. Therefore studies that isolate gender as a contributing factor are warranted. The author presents an argument to explicate why the dearth of research supporting the achievement of Black girls is unjustified. Three research and data integrity considerations are presented to support this argument.