The purpose of this modified Delphi qualitative research was to obtain a consensus from African American and Caucasian parent educators of elementary grade males. The consensus was to see why African American elementary males are failing because they cannot read on grade level as well as their Caucasian peers. The research involved a modified Delphi study with twenty parent educators who have African American elementary male children who are currently or have passed fourth grade, from charter, public, private, and Catholic schools. The participants were African American and Caucasian parent educators, of biracial children, who have or had an African American male child in fourth grade from West Philadelphia. The consensus was that many African American elementary males in grade four do not read well or on grade level, because they do not process the behavior of the norm (Caucasian students. Several themes emerged from the study about African American elementary male students' behaviors such as teacher preparation, African American students home life, and African American culture. Many African American elementary male students tend to move about and will call out the answer rather than to wait for the teacher to select a child. For Caucasian educationalists, this behavior is unruly, disconcerting, and disruptive. The recommendation from the consensus of the study, was more teacher preparation regarding culture, gender, and language should be made available for those who want or must teach in the inner-city schools, learning for students should begin at home, and that the needs of the student may not be culturally included in the classroom. [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.]