The problem addressed in this quantitative ex-post facto study was that African American, Latino, and Native American students have lower reading fluency than Caucasian counterparts. The purpose of this study was to determine to what extent incorporating more literature written by African American, Latino, and Native American authors had on the American College Test (ACT) reading scores. The study was quantitative using an ex-post facto design to determine if incorporating more literature written by African American, Latino, and Native American authors helped to increase the archived ACT reading scores for 11th grade students from 2019-2020 (N=62), 2020-2021 (N=59), and 2021-2022 (N=64). The data was analyzed using OLS Regression with the 2020-2021 school year being the constant. ACT reading composites after the book adoption year (M=14.54, SD=4.31) did not have a statistically significant change from scores prior to the book adoption year (M=16.59, SD=4.28). Therefore, the null hypothesis could not be rejected. This study contributes to research as well as practitioners and leaders as a segue to more intentional literature selections and more intentional teacher training on using multicultural literature to help combat racial bias in the classrooms. More multicultural literature could have future benefits in literacy, fluency, and rigorous engagement for high school students, which could close the literacy gap over time between minority and Caucasian 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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]