The achievement gap, at the highest levels of performance, continues to widen between students from low-income and nonlow-income families and between English Language Learners and non-ELL students. Research has shown promising identification and classroom practices that positively influence the achievement of these students such as casting a wider net when identifying them, implementing cluster grouping as a total-school program, offering mentoring programs, differentiating instruction, and providing culturally responsive teaching. These practical strategies and how they can directly influence the academic performance of these students are discussed and action steps for addressing the achievement gap are provided.