This study investigated the relationship between reading skills and math achievement among high school students in the Central Delta Areas of Mississippi. The data sources included Reading skills measured by English II Criterion Reference Test (CRT) scores and Algebra I CRT scores from the Mississippi Academic Assessment Program (MAAP) for the academic year 2020-21. Additionally, District Scaled Algebra I and English II test results from 10th grade were analyzed to examine how gender affects math test achievements at District level and state level. The research aims to provide a deeper understanding of the connection between reading skills and math achievement and to identify factors impacting this relationship. Moreover, it seeks to contribute to evidence-based strategies for improving math outcomes among high school students. This study also explores the potential of using reading skills as a predictor of math performance in the Criterion Reference Test at District as well as at the State level. Understanding the interplay between these critical academic skills can lead to modifications in educational policy and practice, enabling the development of effective interventions to enhance math outcomes for all 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.]