This study investigated the public single-gender education model to determine how and to what extent it closes the achievement gap in reading and mathematics between male students and female students. The study is a mixed design that evaluated Grade 5-level students at a public single-gender elementary school in the southwestern United States. The only qualitative question in the study generated several important factors participants believed contributed to the academic achievement of students in the school. These factors were summed up in three broad categories, namely, administrative practices, best practices, and process skills. They complemented the quantitative data findings that were derived from three quantitative questions and hypotheses. The quantitative data were entered into SPSS which provided descriptive statistics on the demographic variables. The first quantitative question compared the groups' mean scores through independent t tests. The findings showed that single-gender male students had greater scores compared to single-gender female students. A Pearson correlation was conducted to determine the relationship between single-gender male students and single-gender female students on reading and mathematics. The results showed a positive correlation for male students, and for female students. Finally, to answer the third question several independent t tests were conducted to compare mean differences on mathematics and reading between the groups' mean scores. The findings showed that single-gender male students had greater scores compared to any group, including the coeds. The overwhelming conclusion is that the public single-gender model revealed it can produce academic growth in students, and that it represents a viable model in closing the academic achievement gap in mathematics and reading between male and female students.