Academic achievement gain scores (determined through the administration of standardized achievement tests) and socioeconomic data (determined by means of a confidential survey form) were gathered on 1567 randomly-sampled students in Grades 1-10 in a school representing a cross section of all socioeconomic backgrounds. Previous research suggested that students from various socioeconomic backgrounds have differential learning rates during summer vacation. Hotelling's One-Group T Square procedure indicated that the total group of subjects gained significantly from spring testing to fall testing. Additional analysis revealed that only black students exhibited significant growth in achievement. Contrary to previous research, there was no evidence that socioeconomic status was related to the summer change in achievement. Twenty pages of appendices include the survey form and data tables. (Author/SB)