The purpose of this quantitative dissertation in practice was to explore the academic achievement of students of low socioeconomic status attending the District of Columbia's traditional and selective public high schools, as measured by the annual Partnership for Assessment of Readiness for College and Careers (PARCC) standardized test scores. The aim of the research was to utilize the standardized test data to create evidence-based recommendations for the District of Columbia Public Schools (DCPS) leadership on whether selective public high schools had a positive impact on the standardized English language arts and math test scores of students of low socioeconomic status. The population studied consisted of students from the school years 2014-2018. The quantitative study utilized Pearson's chi-square test with Cramer's V to explore the relationship between the proficiency on standardized English language arts and math tests and enrollment of low-socioeconomic status students in traditional and selective public high school. Significant differences were found in the students' English language arts and math proficiency levels; specifically, selective schools had significantly higher percentages of English language arts and math proficient students than did traditional schools. The cause of low-socioeconomic status students in selective schools outperforming the students in traditional schools could be due to other factors in the students' learning environments. The District of Columbia education system should consider establishing a peer-to-peer tutoring program between traditional and selective high schools to enhance low-socioeconomic status student achievement on standardized tests. [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.]