African-American student achievement outcomes have been and continue to be a critical concern for education researchers. Much of the framing of African-American student outcomes centers on what is known as achievement gaps that exist between African-American and White students. Unfortunately, these gaps have remained roughly the same since the 1950s (Roach, 2001) due, partly, to a lack of attention to what Milner (2007) called "unseen dangers" in education research. Unseen dangers, according to Milner are those implicit, hidden, and oftentimes not properly identified factors that are essential to understand when researchers study populations of color and problems that they face such as issues around the achievement gap and outcomes of African Americans. Social disorganization theory, a theory developed in the sociological and criminology literature, can help education researchers address important unseen dangers in studying African-American outcomes and achievement gaps. In this article, the author addresses the following question: How can social disorganization theory explain African-American outcomes and the Achievement Gap by uncovering unseen dangers? Before explaining how social disorganization theory can assist researchers in explaining African-American outcomes and achievement in education, the author addresses what he means by the achievement gap and provides an argument for its existence. This will make clearer both the areas for both potential dangers for education researchers and applications of social disorganization theory towards uncovering those dangers.