This study examined the impact of school boundary zones on academic outcomes for elementary students who are black and economically disadvantaged (ED) in a Midwestern urban school district. Despite various equity initiatives, significant achievement gaps persisted, with black and ED students lagging behind their peers. The district, encompassing 22,000 students across 40 schools, faces pressure to redraw boundary zones established over 30 years ago to improve school diversity and increase student outcomes. This study used retrospective data from 5th grade ILEARN scores from Spring 2022 and 2023, the research assessed the influence of race, socioeconomic status, and school attended on academic performance. Regression analysis, ANOVA, and chi-square tests were utilized to identify significant predictors of academic achievement and to compare mean scores and school demographics, including educator experience. Results indicated that race, socioeconomic status, and school attended significantly impact academic outcomes, with notable disparities across schools. These findings suggest that black and ED students' academic performance is affected by the school they attend, highlighting the need for policy adjustments. The study aimed to provide district administrators and policymakers with data-driven insights to inform decisions about redrawing school boundary zones. By focusing on the relationship between school factors and academic outcomes, this research underscores the importance of creating equitable educational environments for black and ED students. This study is part of a companion dissertation that analyzed high school SAT outcomes. The combined findings aim to guide policies that enhance educational equity and improve student success at all levels.