The purpose of the study was to further the research of the effects of social and emotional learning (SEL) on academic achievement. Current research has identified that SEL interventions can have an impact on students' grade point average (GPA) up to 6 months post-intervention. The present research examined two factors that potentially impact academic achievement using the Collaborative Academic and Social Emotional Learning (CASEL) framework to conceptualize SEL interventions. The present study was conducted in the Central Valley of California, drawing a sample of students who graduated from four distinct public high schools in the spring of 2018 and who attended one public four-year university in the 2018-2019 academic year. Students from two of the high schools included in the study received high levels of SEL interventions, and students from the other two high schools did not. In addition, two of the study high schools received Title I funds, and two did not such that there was one Title I and one non-Title I school included in the SEL treatment and control group case schools. To investigate potential interaction effects of SEL implementation and Title I status, the present study looked at GPA across three points in time: (a) cumulative (weighted) high school GPA; (b) fall (unweighted) term university GPA; and (c) spring (unweighted) term university GPA. Administrative data from the four-year university was used in a quasi-experimental design with mixed-design analysis of variance (ANOVA) modeling to identify potential interaction effects between subjects and within subjects. Findings indicate there is not a statistically significant interaction effect between SEL participation, Title I status of a student's high school, and student GPAs. The descriptive statistics show higher GPAs for students who receive SEL than those that did not; however, the inferential statistical analysis results were not statistically significant. This dissertation concludes with a discussion situating the findings in the broader literature on SEL and academic achievement and offering implications for policy, practice, and future research. [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.]