This article presents the author's response to Edmund Gordon and Beatrice Bridglall's paper titled "The Affirmative Development of Academic Ability: In Pursuit of Social Justice." Placing her comments in a historical context, the author states that Gordon and Bridglall point out that the "Brown v. Board of Education" case was the result of decades of preparation by esteemed scholars in the field of law, psychology, and education and the commitments of key institutions. To address the challenges of what Gordon and Bridglall call the "affirmative development of academic ability," "Brown v. Board of Education" points to the need for institutional infrastructures working in coordination over time. In addition, understanding the limitations of "Brown," in part a reflection of limitations in what "Brown I" and "Brown II" called for, may also direct them to examine what it is that they advocate for from different perspectives. In response to Drs. Gordon and Bridglall's paper, the author further examines the implications of "Brown" for institution building and for conceptualizing the demands for social justice in education.