In the United States, an academic achievement gap has prevented many African American students from advancement and educational empowerment. Guided by Bandura's theoretical belief, which posits a relationship between social factors and an individual's perception, this non-experimental, causal comparative, control treatment group design study explored the effect of a 12-week instructional and mentoring intervention program on African American students' mathematics achievement. Data from the high-stakes accountability exam, the Texas Assessment of Knowledge and Skills (TAKS), and the Assessment of Course Performance (ACP) were gathered from 42 African American students who were identified as underachieving; these students were designated as the intervention group. TAKS and ACP data were also gathered from 281 nonintervention students. An independent t test analyzed mean differences in scores between the samples, before and after the intervention. According to study results, although not statistically significant, comparable growth in scale scores occurred for intervention students as compared to nonintervention on the state's accountability exam. More growth, although not statistically significant, was also noted on the Assessment of Course Performance. The outcomes led to the design of an intervention manual to address students not performing to target standard. These findings suggest that African American students' math performance can be interconnected with low self-efficacy, resulting in poor academic math performance. The use of this manual can provide a system of intervention services to successfully respond to these students. [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.]