Purpose: The purpose of this journal-ready dissertation was to examine the extent to which differences were present in the reading achievement of Texas Grade 8 Emergent Bilingual students by their economic status, special education status, and ethnicity/race. In the first article, the extent to which economic status (i.e., in poverty, not in poverty) was related to the reading achievement of Texas Grade 8 Emergent Bilingual students was addressed. In the second article, the degree to which the reading performance of Texas Grade 8 Emergent Bilingual students differed by their special education status (i.e., Not Special Education and Special Education) was ascertained. In the third article, the extent to which ethnicity/race (i.e., Black, White, Asian, and Hispanic) was related to the reading performance of Texas Grade 8 Emergent Bilingual students was determined. Trends for each article were also addressed. Method: A non-experimental causal-comparative research design was utilized in this multi-year examination (Johnson & Christensen, 2020). Archival data from the Texas Education Agency Public Education Information Management System for the 2017-2018, 2018-2019, 2020-2021, 2021-2022, and 2022-2023 school years were analyzed. Data for the 2019-2020 school year were excluded due to school closures during the global pandemic. Findings: Lower percentages of Emergent Bilingual students in poverty met grade level performance standards than Emergent Bilingual students who were not in poverty. For four of the years examined, lower percentages of Emergent Bilingual students in poverty met the Grade 8 STAAR Reading Approaches Grade Level standard than Emergent Bilingual students not in poverty. For the Meets Grade Level and Masters Grade Level standards, lower percentages of Emergent Bilingual students in poverty met these grade level standards than their peers. Regarding special education status, lower percentages of Emergent Bilingual students in special education met the three grade level standards across all five school years than Emergent Bilingual students not in special education. With respect to ethnicity/race, higher percentages of Asian students met all three grade level standards than White, Black, and Hispanic students for all five school years examined. In all three studies, post-pandemic outcomes were higher than pre-pandemic outcomes, except for the 2020-2021 school year. [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.]