Although information related to mathematics achievement and participation are accessible, there is limited data associated with the simultaneous intersections of race and gender as it pertains to mathematics achievement. The purpose of this study was to determine the degree to which differences were present in overall mathematics achievement by gender for Texas African American students. Specifically addressed was performance in mathematics at the Approaches Grade Level, Meets Grade Level, and Masters Grade level standards to ascertain whether gender gaps were present. For this multi-year investigation, a causal-comparative research design was present. Archival data was acquired from the Texas Education Agency Public Education Information Management System and was analyzed to determine the degree to which differences were present in mathematics performance for Texas African American students. Participants in this study were African American girls and African American boys who had taken the Algebra I End-of-Course exam. To ascertain whether differences were present in STAAR Algebra I End-of-Course exam performance (i.e., Did Not Meet, Met) at the Approaches Grade Level, Meets Grade Level, and Masters Grade Level standards between African American boys and African American girls for the 2016-2017, 2017-2018, and 2018-2019 school years, Pearson chi-square analyses were conducted. Statistically significant differences were revealed between African American boys and girls for all three Grade Level standards in all three school years. African American girls outperformed African American boys in all instances. The performance gaps between African American girls and African American boys increased each year. Implications for policy and practice along with recommendations for future research are provided.