The purpose of the current study was to determine the impact Communities In Schools, an integrated student supports provider, has on the achievement results for elementary age economically disadvantaged and minority students. A causal-comparative design was utilized to compare achievement outcomes for African American, economically disadvantaged, and Hispanic student groups. Historical State of Texas Assessments of Academic Readiness (STAAR) math and reading data was compared to determine if there was a statistically meaningful difference in performance between student groups who attended elementary schools served by a Communities In Schools program and similar elementary schools without the CIS program. The current study occurred ex post facto. The campus performance data used for the current study was compared for students who completed 3rd, 4th, or 5th grade in the 2016-2017 school year. The sample for the current study included 293 Communities In Schools campuses and 871 non-CIS campuses. There were 22 instances of a statistical significance for the current study. Overwhelmingly, all three student groups at the non-CIS campuses outperformed those who attended schools with the CIS program in both math and reading across all grade levels. Exceptions to this were few. Non-statistical significance most often occurred for the Spanish version math test results, and for the African American student group performance. Findings of the current study demonstrate the ongoing need to address the gaps in performance for minority and economically disadvantaged students starting at an earlier age. [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.]