My thesis focuses on the impact student engagement has on tenth grade mathematic test scores. Using secondary data from the Education Longitudinal Survey, I examined the math scores of 7,480 tenth graders in 2004. I predicted that students who were more engaged in their school environment will have higher test scores. In addition to engagement, I examine the impact that social networks and parental influences play in these math scores. I predicted that school engagement, school factors, parental influences, and peer relationships would play a role in determining tenth grade math scores. In addition, I predicted that socioeconomic status (SES) would play a role in determining extracurricular activities and parental involvement. Overall, many of the hypotheses tested were supported, indicating that increasing student engagement with their school will have a positive impact on their math scores. Parental involvement had a more positive impact on math scores among higher SES families, particularly because the social expectations and network surrounding the students. SES had a significant impact on math scores by impacting the school, the expectations, and the parental influence on the child. Peer influences researched here had a negligible impact on math scores. Future research from here needs to focus on the implementation of student engagement activities and the effectiveness of these activities.