An important problem in educational practice is teacher bias. Teacher biases have implications for race, ethnicity, gender, sexuality, and socioeconomic status. Teachers must be willing to examine their beliefs and recognize and overcome their biases. Teachers must evaluate their practices against their ideals as well as recognize and evaluate the position of power they hold in their classrooms in order to be true social justice educators (Cooper, 2003). According to the most recent Department of Education data, racially diverse preschoolers are disciplined at a rate three times higher than their white classmates (Rich, 2014). Department of Education data shows that 48% of preschool suspensions involved Black students, who represent only 18% of all students attending preschool (Rich, 2014). This data is deeply disturbing. What could a preschooler do to warrant a suspension? The National Center for Education Statistics (NCES, 2004) reported that black students continue to lag behind white students in academic access, achievement, and achievement. Research on teacher effectiveness with Black students highlights that teachers' beliefs about the potential of Black students have a significant impact on their learning. Teachers tend to teach Black students from a deficit perspective (King, 1994; Ladson-Billings, 1994; Mitchell, 1998). White teachers often seek to compensate for what they believe is lacking in a Black student's background (Foorman, Francis, & Fletcher, 1998). The deficit teaching model attempts to force students into the existing teaching and learning system and does not draw on the strengths of cultural characteristics or learning preferences (Lewis, Hancock.. .... middle of article...... nds Pattern of Inequality Along Racial Lines, The New York Times, p A18. the International Conference on Subject-Specific Teaching Methods and Teacher Education [online] Available: ERIC Database #ED355143. : The Impact of Standards-Based Education Reform on Student Achievement Washington, DC: United States Government Printing Office (2006). September 2006 from http://www.ed.gov/nclb/overview/intro/execsumm.htmlU.S. Department of Education, National Center for Education Statistics. (2004). The Condition of Education 2004. Washington, DC: United States Government Printing Office.