No published studies using statewide end-of-grade (EOG) scores have compared the academic achievement of homeless and normally housed students. This preliminary quasi-experimental study used archival records from the North Carolina Department of Public Instruction of more than 57,000 grade six students in 2006 and more than 94,000 grade six students in 2007. Independent sample "t" tests (p less than 0.05) supported the hypotheses that normally housed students scored significantly better than homeless students on four EOG tests: reading comprehension 2006, 2007 and mathematics 2006, 2007. Understanding the academic implications of homelessness is important to school social workers who are the in unique position to assist, advocate for, and facilitate the increased academic achievement of homeless students. The empirical data of this study can support the efforts of school social workers in their advocacy for homeless students. (Contains 3 tables.)