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Interest in single-sex classes continues to grow in the United States, but there has been little research at the elementary level in this country or elsewhere to help guide educators' decision-making about the overall value of single-sex classes in public schools and the specific value of single-sex classes in public schools for increasing boy's reading achievement. The major purpose of our study was to find out if single-sex classes in two public elementary schools in Arkansas, one in grade 5 and the other in grade 6, seemed to make a difference in boys' reading achievement in the 2008-2009 year, as judged by scores on annual state assessments. That is, did boys in an all-boys' class do better than, the same as, or worse than comparable boys in a mixed class? We were interested in whether boys' literacy scores significantly improved in a single-sex class because of the large and growing gap in reading (and writing) achievement between boys and girls by the high school years. The single-sex classes in the two elementary schools for which we had state assessment data showed differing results. In one school, boys in the boys' class gained significantly more in Literacy than boys in the mixed class. In the other school, boys in the boys' class did not gain significantly more or less than boys in the mixed class in Literacy, but they did gain significantly less than the boys in the mixed class on the Reading test from a nationally normed test that the school also gives. As we also found, girls did not gain significantly more in Mathematics in a girls' class than in a mixed class in either school, but they did not gain significantly less. However, the trends in gain scores for boys and girls in Literacy and in Mathematics tended to favor the single-sex classes. There does not seem to be an academic downside in experimenting with single-sex classes so far as is suggested by test results in these two elementary schools. Boys' and Girls' Scores in Mathematics are appended. (Contains 18 tables and 4 footnotes.)