The purpose of this quantitative ex post facto study is to determine if and to what extent is there a statistically significant difference in math aptitude, as measured by SAT-Math scores, between African American male and female public high school students enrolled in a STEM program versus those enrolled in a non-STEM program in a high school of a Midwestern state. The constructivist approach to learning is the theoretical lens in which this study will be examined. The research questions include: If and to what extent is there a statistically significant difference in math aptitude, as measured by SAT scores, between African American male public high students enrolled in a STEM program versus those enrolled in a non-STEM program? The second research is: If and to what extent is there a statistically significant difference in math aptitude, as measured by SAT scores, between African American female public high school students enrolled in a STEM program versus those enrolled in a non-STEM program? The sample will include 724 SAT math scores of African American male and female students from a single high school in the Midwest. The Independent Samples t test was used to analyze the data. The results of the independent samples t are, M = -11.35, 95% CI [-25.89 to 3.19], t (370) = -1.53, p = .13. The results of the independent samples females, M = 1.90, 95% CI [-12.36 to 16.17], t (350) = .26, p = .79. Because the p value for both tests is greater than .05, the null hypothesis is retained indicating there was no statistically significant difference in the mathematics aptitude of the two male and female groups as measured by their SAT scores. [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.]