Purpose: The purpose of this journal-ready dissertation was to examine the extent to which differences were present in the mathematics achievement of Texas Grade 8 Emergent Bilingual students by their economic status, special education status, and ethnicity/race. The purpose of the first article was to determine the extent to which student economic status (i.e., Not Poor, and Poor) was related to the mathematics achievement of Texas Grade 8 Emergent Bilingual students. Ascertained in the second article was the degree to which the mathematics performance of Texas Grade 8 Emergent Bilingual students differed by their special education status (i.e., Special Education, Not Special Education). In the final article, the extent to which ethnicity/race (i.e., Black, White, Asian, and Hispanic) was related to the mathematics performance of Texas Grade 8 Emergent Bilingual students was determined. Method: A causal-comparative research design was present in this article (Johnson & Christensen, 2020). Archival data from the Public Education Information Management System for the 2017-2018, 2018-2019, 2020-2021, 2021-2022, and 2022-2023 school years were analyzed. Achievement data were analyzed across the three performance standards to determine the extent of differences that existed by economic status, special education status, and ethnicity/race. Findings: In four of the five years of data analyzed, statistically significantly lower percentages of Emergent Bilingual students in poverty met the Grade 8 STAAR Mathematics Approaches Grade Level Standard than Emergent Bilingual students not in poverty. Regarding special education, in the two years prior to the pandemic, lower percentages of Emergent Bilingual students in special education met the three grade level standards than Emergent Bilingual students who were not in special education. However, after the pandemic, improved performance was present for both groups of Emergent Bilingual students. Regarding ethnicity/race, a higher percentage of Asian Emergent Bilingual students met the Approaches Grade Level standard than did White, Black and Hispanic students for all school years, except for the 2020-2021 school year. Post- pandemic outcomes were higher than pre-pandemic outcomes in all three studies except for the 2020-2021 school year. Mathematics college readiness was determined to be adversely influenced by student economic status, special education status, and by ethnicity/race. [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.]