African American students lag far behind their Asian and white peers on standard achievement measures. Numerous research studies have sought to solve this dilemma known as the achievement gap. Often impacted by poverty, inadequate school facilities, limited resources, inexpert teachers and low expectations, African American students face overwhelming challenges in the educational arena. Lacking those important peer and adult relationships that encourage academic excellence, they become isolated and disengaged on their school campuses.

Adolescents have a natural desire to belong to a group that is recognized and accepted by their peers and teachers. Yet, many African American students attend schools where they are not accepted or recognized Relegated to remedial tracks and subjected to low expectations they receive a less rigorous curriculum than their Asian and white peers and receive less encouragement. This study examines a cohort of thirty-nine African American high school students to determine how positive peer and adult relationships affect their academic achievement.