The purpose of the quantitative, quasi-experimental design was to examine if single-gender classes will help increase test scores in math for African American male students in a public school setting. The literature disclosed that a problem in elementary schools is that African American male students have difficulty in mathematics. The National Assessment of Educational Progress assessment test provided data that 46% of Caucasian male students scored at or above basic on the PASS test compared to African American male students with only 15% at or above basic (NAEP, 2009). A quasi-experimental design was utilized and archival data from measures of academic progress (MAP) assessments completed fall 2011 and spring 2012. Analysis of Covariance was used also to adjust the pretest means for posttest differences among the coeducation and single-gender intact classes. A between-groups analysis of covariance was conducted to compare the effectiveness of single-gender education. A probability level of p = 0.05 or less was used as the criterion for rejecting or failing to reject the null hypothesis. The p-value of 0.293, which is greater than the p-value for the class instruction, presents there was no significant difference present between the single-gender and co-education classroom for 4th grade African American male students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]