Purpose: The purpose of this journal-ready dissertation was to determine the extent to which Hispanic students differed in their performance on the Texas state-mandated Algebra I End-of-Course exam by their at-risk status. Specifically examined was the degree to which the at-risk status of Hispanic students was related to three grade level performance standards (i.e., Approaches Grade Level, Meets Grade Level, and Masters Grade Level) and raw scores. Following the analysis of data on all Hispanic students, the performance of only Hispanic boys was addressed in the second article, and the performance of only Hispanic girls was ascertained the third study. Algebra I EOC exam results were analyzed for the 2016-2017, 2017-2018, and 2018-2019 school years. Following analyses of data from each school year, the degree to which trends were present was addressed. Method: In this multiyear analysis, a causal-comparative research design was present. Archival data were obtained from the Texas Education Agency Public Information Management System through a Public Information Request for the 2016-2017, 2017-2018, and 2018-2019 school years. Data obtained were Algebra I End-of-Course exam results for Hispanic students, Hispanic boys, and Hispanic girls by at-risk status for these three school years. Findings: Inferential statistical analyses yielded the presence of statistically significant differences in all three school years. Results were consistent across all three school years in all three grade level standards and raw scores across the three articles in this journal-ready dissertation. Higher percentages of Hispanic students who were at-risk did not meet the three grade level standards in the three school years than Hispanic students who were not at-risk. Moreover, fewer test items were answered correctly by Hispanic students who were at-risk. Similar results were present for Hispanic boys and for Hispanic girls. Higher percentages of Hispanic boys and Hispanic girls who were at-risk did not meet the three grade level standards in all three school years than their peers who were not at-risk. Results discussed herein were consistent with existing literature regarding students who are at-risk and their performance on state-mandated assessments compared to students who are not at-risk. [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.]