In this issue of Equity Dispatch, we rethink how the “achievement gap” is conceptualized. We can begin moving away from describing the achievement gap as a persistent disparity of educational measures between groups of students defined by race, ethnicity, socioeconomic status (SES) and gender (Hidden Curriculum, 2014), to understanding it as the outcome of historical and intergenerational marginalization of students of Color and students living in disinvested communities.