Evidence supporting the notion of advanced sensorimotor development in black children is presented in this report directed to school administrators, teachers, parents, and child caretakers. A discussion of selected research literature on early and advanced sensorimotor development in black children, institutional management of these children, and educational policy for precocious black children is discussed as a basis for educational policy decisions. The current use and abuse of medication for sensorimotor management of selected black children in schools is explored, the "third grade syndrome" wherein eager black achieving children begin their academic decline is explained, and specific implications of selected knowledge acquisition patterns of black children are delineated. Methods which the educational establishment uses to manage active black children are homogeneous grouping in special learning centers, prescription of drugs, suspension from school and benign neglect. It is suggested that instead of these methods, educators should apply a humanistic, open individualized learning situation for all students. Furthermore, this paper points toward educational support for a model of active intervention which should achieve major cognitive gains for low income black children when implemented. (Author/JP)