The purpose of this quantitative two-factor analysis of variance (ANOVA) with Post hoc descriptive comparative study was to investigate the effects of out-of-school suspension (OSS) on the academic performance of African American and White middle school male students. The SC READY in English/Language Arts (ELA) assessment scores for the school year, 2021-2022, Grades 6-8, in four middle schools in a school district in a county in the Southeastern part of South Carolina were analyzed. Specifically, the study determined if there was a relationship between the number of OSS days and SC READY ELA test scores of African American middle school male students and White middle school male students. The results of this study were discussed in two sections, descriptive statistics and hypothesis testing. The study's findings revealed no significant differences in the overall model for the SC READY ELA test scores of middle school male students regarding racial ethnicity and the number of OSS days. Middle school male students who received between one day and two days of OSS scored significantly higher than middle school male students suspended for more than two days. There was a significant relationship between African American middle school male students' SC READY ELA test scores and the number of OSS days. There was no significant relationship between White middle school male students' SC READY ELA test scores and the number of OSS days. [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.]