The achievement gap between African American students and their Caucasian peers has been of concern for quite some time in the field of education (Orfield, Losen, Wald, & Swanson, 2004). As a result, this article examined high stakes reading test scores for 4,135 African American students in grades 3 through 10 in a Midwestern school district. Specific emphasis was placed on examining data for students identified with emotional and behavioral disorders (E/BD; n=90). Also, discipline records were examined to determine the relationship between student test performance and discipline referrals. Recommendations are provided for relevant stakeholders to help improve the academic achievement of African American students with and without disabilities.