Purpose: The overarching aim of this journal-ready dissertation was to investigate the degree to which differences existed in performance on the STAAR English I End-of-Course exam by student economic status, race/ethnicity, and language status. The objective of the first article was to ascertain the extent to which the economic status of boys and girls was related to reading college readiness. The focus of the second article was on the reading college readiness of students of color. In the third article, reading college readiness was compared by student language status (i.e., Emergent Bilingual, Non-Emergent Bilingual). The final purpose of these articles was to investigate whether trends were present in student performance on the STAAR English I End-of-Course exam by economic status, race/ethnicity, and language status over five years. Method: Present in this journal-ready dissertation was a causal-comparative research design (Johnson & Christensen, 2020). Five years of archival data (i.e., 2017-2018, 2018-2019, 2020-2021, 2021-2022, and 2022-2023) from the Public Education Information Management System were analyzed. Achievement data were analyzed across three performance standards (i.e., Approaches Grade Level, Meets Grade Level, and Masters Grade Level) to determine the extent to which differences were present by student economic status, ethnicity/race, and language status. Findings: Statistically significantly lower percentage of boys and girls in poverty met any of the three grade level standards (i.e., Approaches Grade Level Standard, Meets Grade Level standard, Masters Grade Level standard) than their peers who were not economically disadvantaged across all five school years. Similarly, statistically significantly lower percentages of Black and Hispanic students met any of the three grade level standards than were met by White and Asian students across all five school years. With respect to language status, statistically significantly lower percentages of Emergent Bilingual students met any of the three grade level standards than were met by Non-Emergent Bilingual students across all five school years. In each of the three articles, a clear stair-step effect was present (Carpenter, 2006) with marginalized populations underperforming their White, Asian, Non-Emergent Bilingual, and peers not in poverty. Clearly, more efforts are needed to address the needs of these groups of students. [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.]