The causal-comparative research study examined if academic achievement differs between African American 8th-grade students in schools where they constitute the majority versus the minority in Clarendon County, South Carolina. The research questions investigated 8th-grade African American students' academic performance in English Language Arts and Mathematics, analyzing SC Ready test scores across schools where they make up either the majority or minority of the population. The study utilized a casual-comparative design across schools with predominantly African American and predominantly White student populations examining SC Ready scores in English Language Arts and Mathematics. Findings found no statistically significant differences in SC Ready scores between African American students attending predominantly African American schools and those in predominantly White schools for both ELA and Mathematics. These results suggest that school demographic composition alone does not significantly influence the academic performance of African American 8th-grade students in Clarendon County. The study highlights the importance of exploring additional factors beyond racial composition that may impact educational outcomes for these students. Future research could investigate the potential effects of diverse teaching and administrative staff, examining whether exposure to educators from various racial backgrounds contributes to improved academic achievement among African American 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.]