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The Influence and Predictability of Socioeconomic Factors of the 2018 PARCC Middle School ELA Scores in New Jersey By: Dr. Charlene F. Jones This quantitative research, The Influence and Predictability of Socioeconomic Factors of the 2018 PARCC Middle School ELA Scores in New Jersey, examines the predictive power of socioeconomic, parental, and school district factors on student academic achievement. The combined influence of parent education with a bachelor's degree or higher and free- and reduced-price lunch factors demonstrate the highest statistical significance for predictability in this study. All fundamental variables utilized support a greater discussion on how we, as parents and educators, can influence standardized test results and ensure local education policies and recommendations therein are research-based and implemented effectively in diverse communities. Particularly during this new era, post-pandemic, we seek successful strategies to combat learning loss, increase educational opportunities, and predict, where possible, assessment results-all in support of the future of public education. About the Author Dr. Charlene F. Jones is a passionate educator and school business administrator. Her quantitative research explores the influence and predictability of socioeconomic factors on specific NJ standardized tests on selected middle schools' performance results. Dr. Jones has a Bachelor of Science (BS) degree in business administration from The College of New Jersey; a Master of Business Administration (MBA) in management with a concentration in entrepreneurship from Rutgers University; and both an Education Specialist (EdS) degree and Education Doctorate (EdD) degree in education leadership, management and policy from Seton Hall University. Dr. Jones is president of Jones Educational Services, created to support single parents and families in student academic achievement through creative learning strategies and assessment.