The necessity and lack of reading proficiency has been researched thoroughly. Many administrators, along with educators, are constantly looking for a means to increase reading proficiency. Districts nationwide are spending money on professional development to increase reading proficiency. The purpose of this study was to examine data in search of a relationship between reading proficiency and social studies proficiency based on data gathered from the end-of-the-year achievement test in Kentucky (KPREP). Based on the evidence from the research, leadership in schools would have a new means to address the tremendous deficit our students are experiencing in reading proficiency. The study examined 2016-2017 data from eighth grade students across the state of Kentucky, as a whole and divided into subgroups (gender, disability, socio-economic status, and English as a second language). The data discussed were the correlation coefficient, to determine the strength of the relationship, and the common variance between the data to discover the percentage they could be dependently related, all to identify areas where the relationship is worth further research. [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.]