This ex post facto, quasi-experimental quantitative study investigated the impact of the implementation of student voice conferences on reading assessment scores and equitable differentiated instructional tasks designed for a productive struggle during teacher lesson planning. Six teachers and 132 students from one suburban elementary school located in a large culturally diverse low socioeconomic school district participated in this study. Data to measure the impact of student voice conferences were collected and compared from two Star 360 benchmark reading assessments along with an analysis of teacher lesson plans during the 2022-2023 school year. The goal of this study was to enhance the school experience of students by investigating student voice conferences as an intervention designed to improve student and teacher responsiveness leading to increased academic outcomes aligned with previous research. "The inclusion of 'student voice' contributes positively to a school's ethos, as the calibre and abilities of a large percentage of the student body is taken into account" (Salim 2015, para.2). This research will impact teacher practice and planning and provide both district and building-level academic leaders, teachers, and researchers insight on how student voice can increase academic outcomes, teacher/student relationships, and repair academic inequities. The statistical analysis concluded that implementing student voice conferences had a statistically significant impact on reading assessment scores. This study also substantiated that teachers who utilize student voice with fidelity are more likely to increase the number of equitable differentiated instructional tasks when lesson planning. [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.]