This paper, the personal recollections of an experienced New York City public school teacher and emeritus professor of education, makes some points about "ebonics" and Black students. The paper states that when Black students in a district are assigned to special education out of proportion to their numbers, there is a fundamental problem. The paper finds that student learning depends upon teacher expectations. The paper concludes that, although schools have worked fairly well for middle class students, they have failed at educating more non-White and lower socio-economic students. It is concluded that how behavioral and academic demands are designed and implemented is the key. (NKA)