Back to the OP, in 15 years in public high schools, my experience has been that a lot of black kids suffer from a lack of ability coupled with a lack of motivation. That combination is academically deadly.
One could argue that either one causes the other, or both are independent, or that a lack of motivation is adopted as a face-saving device to cover a lack of ability. But in my experience, the two are highly correlated.
I have taught only in suburban schools. So most students, of all races, are usually successful. But my failure rate, which hovers around 4-6%, will inevitably have 3 black males out of 9 failures total. It’s problematic when I only have 7-10 black kids all day. 30-40% of my failures are black! Those statistics repeat around the school.
In my classes, a percentage below 70%, at any point, triggers a host of interventions. Mandatory tutoring with me, test re-takes, emails home, etc. The mandatory tutoring (essentially detentions) “motivate” almost all kids to keep their grades above a 70%. But not all.
And some can’t. High school Econ is gauged toward students of average ability. But not everyone has “average ability.” After I’ve taught Law of Demand, we’ve watched video clips, they’ve read their books, they’ve graphed it, and they’ve been exposed to countless examples, what do I do with a 17-year-old who doesn’t get it?
Well, I personally start over, one-on-one with the kid, after school. He may or may not retain enough to pass a test. Then I introduce Elastic and Inelastic Demand; and it all starts over. Then the Law of Supply. Same thing.
I don’t want to suggest that only black kids struggle with Econ. Lots of kids do. But the black kids I encounter struggle at a much higher rate than their peers.