This study aims to examine the performance of students who completed the North Carolina Math 1 EOC assessment. The provided test scores are for students in middle school and high school who identify as Asian, Black, Latinx, and White, and are specifically for the North Carolina Math 1 EOC assessment. This applied research study focuses on Math 1 performance of students who identify as Asian, Black, Latinx and White. North Carolina Math 1 EOC assessment data were used to answer the research question. The research question was, How does Math 1 achievement in middle and high school differ by racial identity? By employing a quantitative approach and utilizing an applied causal comparative research design, the researcher ascertained if there is a statistically significant difference in the scores of Black and Latinx students, in comparison to their Asian and White counterparts, on the North Carolina Math 1 EOC assessment. The researcher investigated factors that may impact Asian, Black, Latinx and White subgroups on the North Carolina Math 1 EOC assessment. The findings of this study revealed a statistically significant difference in North Carolina Math 1 EOC assessment results between Black and Latinx subgroups and their Asian and White counterparts in both middle school and high school. Furthermore, the findings of this study indicate that there was no statistically significant difference in North Carolina Math 1 EOC assessment results between Asian and White groupings in both middle and high school.  [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.]