The reading achievement gap between Black and White students was 29 points in Florida, depicting an alarming eight-point increase over that of the United States. Within School District A, the reading achievement gap was over 40% for over 4 years resulting in a district-wide plan for reconciliation and to determine the contributing factors of the achievement gap. This study had a two-fold purpose: (a) to determine if a relationship existed between Black students matched with teachers of racial compatibility and English Language Arts (ELA)/reading scores as measured by the Florida Standards of Assessment (FSA), and (b) to determine whether the gender of the Black students served as a moderating variable for any determined relationship between racially compatible students and teachers. This study was conducted using a causal-comparative design. The population included third to fifth-grade students and their teachers in a Florida school district. The data for this research consisted of three cohorts (i.e., 2018- 2019, 2020-2021, and 2021-2022) of third through fifth-grade Black students within School District A. To analyze comparative data regarding third through fifth-grade achievement, Black student's FSA reading scores were compiled for each elementary school in the district. The gender of students was also studied to determine if it had a significant relationship on the results. The Two-Way ANOVA tested the hypotheses to determine any statistically significant differences between FSA/reading scores. The results of the study reflected a significant relationship between the ELA/reading Florida Standards Assessment (FSA) achievement level of Black students when matched racially compatibly with their reading teacher at School District A in Florida. The gender of these students had a positive effect on the ELA/reading FSA achievement level of Black student, where Black female students had an 0.104 increase in the overall ELA/reading FSA achievement level of Black students. These statistics suggested that gender is a critical factor in estimating ELA/reading FSA achievement level of Black students. Further research is recommended to determine if additional qualitative factors, such as student-teacher relationships, has an impact on the results. [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.]