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African American males are failing in school, placed in special-education classes, suspended or expelled from school, or incarcerated. Males of color factor substantially in the analysis of the achievement gap and its impact on economic and social development. The purpose of this quantitative study was to investigate whether single-gender environments had a significant impact on the academic performance of African American males in a public, urban middle school. An analysis of two specific types of learning environments, coupled with the intrinsic differences within coeducational and single-gender middle school environments were explored.