This quantitative causal-comparative study was conducted to determine if or to what extent a statistically significant difference existed in academic achievement between early college high school (ECHS) and traditional high school for Black males as measured by standardized test scores in English and math. Dependent variables, State of Texas Assessment of Academic Readiness (STAAR) in English I and algebra I, were analyzed. This study was based of Bell's critical race theory (CRT) to provide equitable educational practices, and Rosenthal's Pygmalion effect to determine effects of high expectations on students. From a sample of 213, tests suggested that there was a statistically significant difference between ECHS and traditional high school. STAAR English I test scores for Black males in ECHS (M = 4044, SD = 258.81), and those in traditional high school (M = 3626, SD = 390.33), showed a statistically significant difference, M= -418.18, 97.5% CI [-524.00, -312.36], t(142 62) = -8.95, p = 0.001. STAAR algebra I test scores for Black males in ECHS (M = 4067, SD = 370.20), and those in traditional high school (M = 3731, SD = 374.86), showed a statistically significant difference M = -335.98, 97.5% CI [-468.28, -203.69] t(209) = -5.73, p = <0.001. Data analysis indicated that Black male students enrolled in ECHS experienced greater academic achievement in both English and math as compared to Black male students enrolled in traditional high school. These findings suggest that participation in an ECHS program supports higher academic achievement in Black males. [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.]