The purpose of this study was to examine correlates of being at expected grade level in reading in the third grade. Participants for this study were a nationally representative sample of African American children from the Early Childhood Longitudinal Study (ECLS-K). Multilevel modeling was conducted to determine significant predictors of academic achievement. Results suggest that modifiable individual and teacher classroom level constructs are related to African American achievement. Implications will be discussed in terms of increasing African American achievement and the national education policy of No Child Left Behind. (Contains 4 tables.)