This article presents the findings of a quantitative study examining Lexile scores, and English and Math Milestone scores of students who participated in school choice at a southeastern high school as compared to students at the same high school who continuously followed the feeder pattern. The purpose of this study was to determine if the intervention of school choice had an impact on individual student test scores. A review of current literature discusses the inequities between schools within school districts, highlighting Title I schools and the history of school choice. This study used historical data over a four-year period, beginning with eighth-grade scores for the purposes of matching participants to their counterparts. Students were matched by gender, race, and socioeconomic status. Using a two-way MANOVA, the results did not find a statistically significant interaction between Lexile scores or English Milestone scores due to the intervention of school choice. There was a statistically significant negative interaction discovered between school choice and low SES on overall Math scores and specifically on Algebra scores. There was also a statistically significant negative interaction discovered between school choice and overall Math scores. Unexpected results regarding the impact of gender and race on Math scores and low SES on Lexile scores were also discovered for this setting. [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.]