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variables, including grade level, subject area, teacher years of experience, and standardized test scores across two years. The F-statistic of 1193.72 and extremely low p-value confirm that at least one independent variable contributes meaningfully to student performance disparities. Given this outcome, post-hoc testing would be necessary to determine which specific groups exhibit statistically significant differences (Keller, 2016). This test would clarify how grade level, subject area, or teacher experience affects academic achievement, further refining insights into patterns of educational disparities. The findings from this mini-project provide a strong foundation for future research into factors influencing academic success. The significant variance between subgroups suggests that student engagement and educator experience merit deeper investigation. A future study might integrate longitudinal methods to assess how trends evolved across multiple years or explore additional influencing factors such as socioeconomic status and instructional methods (Keller, 2016). If the project were conducted again, expanding the sample size or including qualitative data could enrich the analysis. A mixed-methods design incorporating student and teacher perspectives might provide deeper contextual insights into achievement disparities. Modifying the study to include hierarchical regression analysis could further clarify the extent to which multiple independent variables interact, strengthening evidence-based strategies for improving educational equity (Brown et al, 2021)