Literature is saturated with research identifying the types and causes of relationships between student achievement and poverty. Less well documented is the magnitude of those relationships and combined impacts of poverty and excessive absenteeism on student achievement. While many studies describe the relationships between these variables, few demonstrate the magnitude, controlling for other stressors such as high mobility, poor behavior and race. In this study, the predictive nature of low socioeconomic status on student achievement is examined in excess of absenteeism. The null hypothesis of this study states there is no relationship between student achievement and poverty in excess of absenteeism. Additionally, it states that other factors, including race, mobility, and suspension rates make no difference in student achievement over and above low socioeconomic status and chronic absenteeism. In this nonexperimental, quantitative archival research design, using multiple regression, students were identified for high and low SES, chronic absenteeism, mobility, behavior, using ACT as a continuous variable. The sample was 65535 juniors from Oklahoma over two test administrations. Poverty negatively impacts student achievement. Student achievement is negatively impacted in excess of absenteeism. Other factors including race, mobility, and behavior are negatively correlated with poorer student achievement. Knowing the magnitude of these effects, policy, and practice can be better informed to prioritize spending, intervention, and support for students needing extra support. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]