When analyzed according to race and ethnicity, poverty level, parental education level, as well as other related factors in schools in America, academic achievement disparities negatively impact educational outcomes for poor children and children of color on a consistent basis. At all educational levels, academic achievement and attainments of poor students and students of color are substantially lower than those of their peers, and the number of students affected by these differences, is very large. As of the 1999-2000 school year, 92,000 public schools enrolled almost 47 million students, including 18 million or 38% students of color, with almost 20 million or 40% poor students (defined as students who qualified for free and reduced-price lunch programs) (National Education Statistics, 2002). The purpose of this study was to examine the relationship between estrangement proactive factors, socioeconomic factors and the academic achievement of first grade students. Specifically, this study determined the predictive power of the estrangement factors of general school climate, classroom environment, teacher evaluation and grading system, peer relationships, teacher/student relationships and classroom behavior on mathematics and reading performances of first grade students. Additionally, this study investigated the predictive power of the socioeconomic factors of poverty status, mother's educational level, child's race/ethnicity, primary home language, family type, school type, and child's gender on the mathematics and reading performances of first grade students. A correlational research design was employed in this study. A correlational design, as a methodological framework, allowed the researcher the opportunity to examine the relationship and predictability between two or more predictor variables and one criterion variable (Cay, 2002). Analysis of the data revealed a significant linear relationship was found between selected socioeconomic factors of poverty status, mother's educational level, race/ethnicity, primary home language, family type, school type, gender and the mathematics achievement of first grade students; however, these factors did not produce a significant effect on the reading achievement scores of first grade students. Finally, first grade students' mathematics achievement and reading scores were statistically linear related to selected estrangement proactive and socioeconomic factors. Also, an independent effect was found between teacher evaluation and grading system and students' performance in these areas. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]