This quantitative study explored the relationship between community sociodemographic factors and student outcomes on the 2019 Texas high school mandated end-of-course (EOC) exams for Algebra I, Biology, English I, English II, and U.S. History in Texas midsized high schools. Correlational analysis was run on community sociodemographic factors on 120 school districts and compared to district level student outcomes on EOC exams. A structural equation model was used to find which variables best predicted the student outcomes for each EOC exam. Results of the study showed that when community factors had a high percentage of economically disadvantaged students, the percentage of students who met the passing rate was lower. When communities had a high rate of married households with bachelor's degrees, those factors positively correlated with students meeting the passing rate on each of the EOC exams. Few studies have looked at how sociodemographic factors correlate to exams at the high school level. This study addressed that gap and showed that sociodemographic factors positively and negatively correlate to student outcomes on EOC exams. These factors are outside of a school's control; however, when schools understand these issues and their effects, they can put supports in place to better teach 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.]