Conducted an original econometric study analyzing how socioeconomic inequality drives literacy gaps across 158 Georgia school districts. Built four OLS regression models in STATA—from simple to multivariate specifications with dummy variables and robust standard errors—revealing that a $10,000 increase in household income corresponds to an ~8-point rise in SAT Reading scores (p < 0.001), with income explaining 59% of cross-district variation. Translated complex statistical findings into actionable policy recommendations around targeted funding and resource equity.