This research study was designed to explore the results of the Florida U.S. History EOC Assessment, and understand the potential demographic disparity amongst social studies standardized testing. To examine if there were trends in disparity, researchers examined countywide data from the Florida U.S. History EOC from 2012-2016. By using population data for 11th grade students, researchers were able to examine proficiency rates from 2012-2016 for comparative statistical measures. Emerging trends were identified via descriptive statistics and regression analyses which indicated disparity within race, gender, and socioeconomic status. (R[superscript 2] = 0.566 (2012-13), R[superscript 2] = 0.559 (2013-14), 0.579 (2014-15) & 0.495 (2015-16)). Upon discussion of the findings, the conclusion and implications address the influence of standardized testing in U.S. History social studies education.