An urban district in the Midwest faces increasing stakeholder pressure to redraw long existing school boundary zones to assign students to schools closer to home. High school compositions have changed due to population shifts, urban sprawl, and residential segregation. Black-White and socioeconomic achievement gaps exist in this district, and schools with higher levels of poverty and racial diversity report lower levels of academic achievement. This quantitative study uses retrospective data to assess the impact of current school boundary zones on academic achievement for students who are Black and economically disadvantaged, considering each school’s racial and economic composition and teacher experience. The sample includes 11th-grade students from the district’s five traditional high schools who attended their assigned school for 162 days prior to the SAT School Day in the spring of 2022 and 2023 (n = 2012). Descriptive and inferential statistics are used to describe the population and answer research questions. The findings indicated that student race, socioeconomic status, and high school attended impact SAT scores. Chi-square and ANOVA revealed significant differences in student body compositions across the five schools but no significant differences in educator experience. Despite significant differences in the racial and socioeconomic compositions of the high schools, there were no significant differences in SAT scores for students who are Black and economically disadvantaged. The implications of the research results include recommendations to address disparities in academic achievement in the district and to consider school assignment policies that balance schools socioeconomically and attract affluent students to schools with higher concentrations of poverty and diversity. This is a companion dissertation; a second study focused on 5th-grade students in the same district.