This fourth in a four-part series on why academic achievement gaps exist describes the Minority Achievement Committee scholars program at Shaker Heights High School in Cleveland, Ohio, a powerful antidote to the achievement gap between minority and white and Asian American students. It explains the need to break down stereotypes about academic achievement (e.g., that achieving academically is "acting white") and the importance of providing high quality teachers. It suggests that even well-trained teachers need manageable classes and notes that many high-achieving students from all racial and ethnic groups can benefit from extensive formal and informal supplementary educational opportunities. Factors outside school, including household income and parents' education, can predict school success. Low-income and minority parents need to be empowered to participate in their children's education. Curbing television viewing time can also help students succeed. In one Texas district, test scores for minority students have soared, mainly due to the district's refusal to accept excuses for differential achievement. The district offers preschools emphasizing English and oral language skills, separate schools for 9th graders, routine intervention for needy students, teacher training, student support, and challenging curriculum. Heavy emphasis is placed on preparation for state tests. (SM)