This master thesis examines the African American male students in San Bernardino (California) middle schools and high schools in order to compare those findings to findings in the literature and to be able to recommend ways to improve their performance. The study reviews available statistical data about African American male students compiled by the San Bernardino City Unified School District with a survey of African American male students in three middle schools and three high schools in the San Bernardino school system. Of the 180 surveys distributed, 138 were returned for analysis. The survey results show that overall, participants operate close within the patterns established in the literature findings. The analysis of the school district's statistical data indicates that the academic progress of the African American male student is closest to other groups at the first grade level. As grade levels increase, the African-American male's academic progress begins to separate from other groups. This trend may begin in first grade with students grouped for reading according to ability. The data in this project indicate a pattern of multi-generational school failure with parents, who performed poorly while they were in school, now influencing the next generation of students. Also included are 45 references. The survey is appended. (JB)