Research indicates racism is a persistent and pervasive presence in the United States. Wealth gaps between White, Asian, Black and Latinx families are wide and expanding (Parker, Horowitz, & Mahl, 2016). Since wealth for the middle class is often maintained in real estate, the long and continuing legacy of discrimination in housing markets has significantly disadvantaged communities of color (Rothstein, 2017). Research has demonstrated that racism continues to influence the housing market by way of discrimination in home appraisals and subprime lending practices (Korver-Glenn, 2018). Studies have also thoroughly demonstrated bias in hiring practices -- resumés with stereotypically Black or Latinx names earn significantly fewer interviews than resumés with stereotypically White names (Pager, Bonikowski, & Western, 2009). Leveling the racial playing field necessitates a reduction of racial prejudice and supporting policies like reparations and affirmative action, the latter policies having received scant support in public opinion polls and elections primarily due to White skepticism (Conroy & Bacon Jr., 2020). Schools have long existed as a means of maintaining democracy in the United States and, given the centrality of race relations to the success of democracy, this paper suggests that schools can be called upon to address racism as well. As such, this paper looks to our rapidly diversifying nation and asks: "What would it take to move closer to meaningfully addressing the legacy of racism in the United States, and what role might schools play in this process?"