Inequities have existed in formal public education since its inception in the United States. The educational experiences and outcomes for Black students have historically lagged behind their non-Hispanic, and White peers. This dissertation uses data from The Early Childhood Longitudinal Survey for the Kindergarten Class of 2011 (ECLS-K: 2011) to explore the question: To what extent does teacher-student relationship quality during a student's kindergarten through third-grade experience contribute to achievement gaps and inequitable outcomes for Black males specifically? For this study, teacher-student relationship quality (TSRQ) is measured using teacher-reported closeness and teacher-reported conflict. Student achievement data is examined using theta-math and theta-reading scores from kindergarten through third grade. Correlations and regression analyses were estimated to examine the relationships among various predictors. The findings from this study provided evidence that TSRQ is a predictor for student achievement in reading and mathematics. Analyses of the data indicated students from different racial groups had different educational outcomes based on the TSRQ. Additionally, Black students had the lowest teacher-reported closeness and highest teacher-reported conflict from kindergarten through third grade. The data established a positive association between TRSQ and achievement gaps. The results of this study offer guidance to educators, parents, and community members about developing strategies to strengthen TSRQ to reduce achievement gaps. [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.]