The gap between Blacks and Whites in educational outcomes has narrowed dramatically over the past 60 years, but progress stopped around 1990. The author reviews research suggesting that increasing the quantity and quality of schooling can play a powerful role in overcoming racial inequality. To achieve that goal, he reasons, our knowledge of best instructional practice should drive our conceptions of teachers' work, teachers' expertise, school leadership, and parent involvement. The research agenda supporting this paradigm connects developmental science to instructional practice and school organization and requires close collaboration between practitioners and researchers in a relentless commitment to provide superb educational opportunities to children whose future success depends most strongly on schooling. (Contains 4 notes.)