This report uses motivation theory, social and cognitive development theory, and a construct, Definition of Reality (DOR), to explain why the black students of the District of Columbia Public Schools (DCPS) do less well on the Comprehensive Tests of Basic Skills as they progress from elementary school into high school. The report is divided into 8 chapters. Chapter 1 describes the study's purpose, background, and hypotheses, and Chapter 2 discusses its theoretical basis. Chapters 3 through 7 discuss social and cognitive development and the resulting DOR at progressive stages in school. Chapter 8 presents general conclusions. Major findings, it is said, are: (1) As black children mature, they begin to experience and discern the many culturally imposed hostilities of American society. This process engenders a DOR that encourages them to believe they will continue to be powerless, low caste, and discriminated against by white society. (2) By early adolescence, many blacks have learned to adapt to their DOR by giving less time and energy to schoolwork. They believe that academic achievement will neither change their economically subjugated position nor provide them with the benefits that come to high-achieving white children. (3) The declining test scores in the DCPS present a clear profile of lessening motivation as students adapt to the imposed DOR. Improving black academic achievement motivation, it is argued, will depend heavily on initiatives which take place outside of schools: integration and compensatory programs, in themselves, cannot significantly alter the black child's perception of the racial biases of the outside community. (KH)