The purpose of the study was to examine the impact of the Bellarmine Literacy Project (BLP) on Kentucky Performance Rating Educational Progress (K-PREP) literacy scores, school behavior referrals, and suspensions for third-, fourth-, and fifth-grade African-American males. The study was designed to determine if the BLP improved student learning, which ultimately impacts student achievement. Additionally, the study was designed to examine the impact of the BLP on school behavior referrals, and suspensions for third-, fourth-, and fifth-grade African-American males. The BLP is a literacy intervention program that focuses on deep content knowledge of the reading process and reading instruction in the reduction of novice distinction. Two research questions were designed for this study. The method selected for gathering data for this quantitative study was utilizing 2015-2016 archival K-PREP literacy scores, behavior referrals, and suspension data. The study focused on two elementary schools; one was a BLP school and the other was a non-BLP school. The study examined archival data on 11 third-, fourth-, and fifth-grade African-American males at the BLP school and 48 third-, fourth-, and fifth-grade African-American males at the non-BLP school. Data analysis indicated that there was not a significant difference in the K-PREP literacy scores, behavioral referrals, or number of suspensions. However, there was a significant difference in the number of days suspended for those who were at the BLP school than for those who were at the non-BLP school. [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.]