Considerable research on African American males (AAMs) in American schools over the past ten years shows that they are underrepresented in every positive measure of educational outcomes, and overrepresented in every negative measure. Many educators have developed low expectations, deficit thinking, and implicit biases toward AAMs and their capacity to behave appropriately and achieve academically. In Guilford County, North Carolina, the district aimed to change adults' beliefs and practices, rather than "fix" boys of color, by improving relationships between teachers and students and addressing implicit bias among educators, working in two areas: early literacy and discipline policies.