With the specter of No Child Left Behind hanging over their heads, educators should be wary of using disaggregated data to track selected populations of students and their progress through school. Such data can be misleading by showing that students are doing well, although they may be taking classes that are not challenging. Although the myth of public education as the "great equalizer" is alive and well, the notion of public schools as the savior of the less fortunate is fundamentally compromised when institutional decision-making does more to suppress low-income and minority students through low expectations demonstrated by the scheduling process than to advance their academic opportunities. An analysis of the adequate yearly progress data for Seaford (DE) Middle School for 2003 revealed that although 77% of the school's White students in grade 8 were proficient in English and Language Arts, only 47% of the Black students and 48% of the low-income students were. Similar results were demonstrated for mathematics: Sixty percent of the White, 24% of the low-income, and 13% of the Black students in grade 8 were rated as proficient. Reasons for the achievement gap in the Delaware school district include a lack of advocacy by parents and low expectations and underscheduling by the schools. A proactive program by which minority and low-income students are chosen for AP classes on the basis of their standardized test scores and supported with counseling and monitoring has helped close the achievement gap in the district.