This study investigated individual achievement change over time in mathematics for African American students, whether this differs from student to student, and whether individual growth parameters for this domain were related over time. The study also sought to gain a deeper understanding of individual change in student academic achievement through covariance structure analysis in the Statistical Analysis System PROC MIXED Procedure. The study used panel data from the Louisiana State Department of Education files for students tested with the states Norm Referenced Tests in grades 4, 6, and 7. Complete scores were available for 11,627 students in the 3 waves. The variety of data analyses and model fitting procedures used with the panel achievement data in mathematics showed that initial differences in achievement were evident among these students at grade 4, with those not on the lunch program, and consequently of higher income groups, showing somewhat higher mean scores in mathematics. Mathematics intercepts for the lunch-receiving and nonlunch program students were statistically significant. Results show the presence of true individual differences among students learning growth rates. Results also indicate that where a student starts in domain achievement is related to future growth in mathematics. Two appendixes contain figures illustrating change in mathematics achievement. (Contains 53 references.) (SLD)