The purpose of this quasi-experimental, ex post facto correlational study was to determine, within a racially imbalanced educational setting, what impact, if any, a seventh or eighth grade student's race had on their perceived connectedness to school. For this study, perceived connectedness to school was measured by responses to a Likert-like survey and individual students' academic achievement as measured by NWEA MAP growth data in Reading and Mathematics. The study took place in a diverse midwestern village comprised of residents from three separate counties; these counties were composed of rural, town, and suburban communities. Analyses of data showed when white students are the majority population in a school, students of color perceive their school connectedness differently than their white peers, specifically in their perception of bullying; however, there were no statistically significant differences, and only statistically negligible associations, in student perceptions between races. Data collected supported no statistically significant difference but a small effect size of race on MAP Reading growth and MAP Mathematics growth resulting in a rejection of both null hypotheses and a finding that within a racially imbalanced school, student race did impact student academic growth as measured by NWEA MAP growth data in both Reading and Mathematics. [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.]