The continuous disparities in reading test scores between Black and White students remain a substantial problem in education. This study examines the historical disparity by investigating how the Georgia Milestones English Language Arts (ELA) End of Grade (EOG) Assessment incorporates cultural relevance. Employing the theoretical frameworks of critical race theory, Black critical theory, and item response theory differential item functioning, this research investigates race, culture, and standardized testing convergences. The central question guiding this study is: In what ways does the Georgia Milestones ELA EOG Assessment address the tenets of cultural relevance? Content analysis emerges as the methodological process to answer the research question. By critically analyzing the assessment content, the study aims to determine the existence or lack of cultural relevance within the test items. The findings indicate a considerable lack of cultural relevancy in the Georgia Milestones ELA EOG Assessment. Despite the theoretical frameworks advocating for culturally responsive pedagogy and assessment, the analysis highlights a deficiency. The test fails to align test content and Black culture. This research contributes to the continued discourse on equity in education. It communicates the urgent need for culturally relevant assessments. Addressing the cultural bias ingrained in standardized literacy assessments is crucial for facilitating inclusive learning environments for Black children. Doing so eliminates the historical marginalization of Black students' performance on standardized literacy assessments. [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.]