The achievement gap between economically disadvantaged students and their traditional counterparts has continued to be a problem in education. Based on cognitive constructivist theory and enrichment theory, the purpose of this study was to investigate the relationship between scores on a high-stakes achievement test and participation in a summer enrichment program for economically disadvantaged elementary students attending Title 1 schools in a Florida school district. The guiding research question concerned how achievement scale scores of elementary students attending a summer enrichment camp compared to students who did not attend. Both students who attended and did not attend the summer enrichment camp were identified as economically disadvantaged students. Quantitative data were gathered from the 5th grade student scores for the Florida Comprehensive Achievement Test (FCAT) in reading, mathematics, and science. The Wilcoxon (Mann-Whitney) t test for independent groups was used to test the hypotheses. Despite nonsignificant findings, students attending summer enrichment camp nevertheless demonstrated higher mean scores in math and science, suggesting value to enriching experiences. The findings of this study have the potential to positively influence enrichment programs by highlighting strategies that are less effective for subgroups experiencing the educational achievement gap. [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.]