The purpose of this study was to determine the impact of poverty on the achievement of African American male high school students attending the same large Midwest urban school district. Cumulative grade point average (GPA) at the tenth grade level were compared to the level of poverty provided through census data of African American male tenth grade high school students (N = 162) and compared again two years later using cumulative GPA of the same African American male students at graduation. Standardized achievement test scores, PLAN test taken in the fall of the tenth grade year and ACT test taken during the twelfth grade year, were compared to poverty levels to explore if there is a correlation between the scores and poverty level. The findings of this study indicate cumulative tenth grade GPA had a significant correlation with student poverty level. As the poverty level of the student increased, the cumulative GPA decreased. At the end of the twelfth grade year, cumulative GPA and poverty did not have a significant correlation. This study provides insight on the impact of poverty as well as other culprits such as stereotype beliefs, school belonging, culture differences, racism, test bias, teacher bias, and low expectations for the poor achievement of African American male students attending urban high schools. An intricate web of issues seems to be snaring America's Black males from reaching the same academic success as White males. [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.]