The purpose of this study was to examine the relationships between race, high school graduation, Scholastic Aptitude Test (SAT) scores, and four-year college-going rates. The setting included 89 school districts that were located in two adjacent suburban counties in New York State: Nassau and Suffolk. A Pearson Product-Moment correlation analysis, with a two-tailed test of significance with an alpha set at 0.05, was used to analyze the relationships among the variables. The results indicated that Black or African American and Hispanic or Latino student populations had statistically significant and negative correlations with four-year college-going rates, SAT scores, and high school Advanced Regents graduation rates. Conversely, Asian and White student populations had statistically significant and positive correlations with these variables. Based on these findings, the researchers made specific recommendations for school districts, state education departments, and institutions of higher education to reduce the racial inequities in college-going rates.