In this paper I intend to advance the premise that the reason for the lack in educational gains for Black children in the United States is due to an inherently racist educational system built on deception and the historical practice of holding Blacks in subservient economically weak class positions. Historically the intent of these practices has been to use the overall labor and raw skills of Blacks to advance the economic interest of the country. Through attacks on already weak educational policies -- from white backlash against Brown, affirmative action, and multicultural curricula, to right-wing assaults on the public education system itself -- the U.S educational system is producing a re-segregated class of undereducated, easily exploitable workforce. Today, as in the past, select elite capitalistic organizations employ racism as a most efficient tool for achieving and justifying racial and class-based division and exclusion. This situation poses significant challenges to the Black education scholars. My presentation examines these things in the context of the Detroit Public School system (DPS) through the Critical Race Theory (CRT) concept of "interest convergence." This framework moves analysis beyond limited liberal discourse of "equality" by exposing the entire matrix of economic, political, social, and cultural forces contributing to educational crisis in Detroit , Michigan . The presentation ends by providing the Malcolm X African-centered Academy as a case study for the potential of moving CRT critique into the realm of real, tangible structural change in urban school districts.