Meta-analysis techniques were utilized to examine the differences in summative academic achievement among African American and African Caribbean students. A fixed effects model with moderator analyses was applied to a sample of five studies. Significant between group heterogeneity was identified. The aggregate effect size of -1.08 for differences in academic achievement between both groups was statistically significant. The type of summative assessment emerged as a substantial moderator which explained 86% of the heterogeneity between both groups.