One of the most influential aspects to a student’s success as they matriculate through their education is a sense of belonging. This sense of belonging tends to come from the student’s general attachment and feelings of an inclusive climate in their school. One of the barriers to achieving the height of sense of belonging is socioeconomic status. Current research has examined the need to move towards an era of socioeconomic desegregation in the hopes of improving school performances for all students, which should result in a higher sense of belonging. This report analysis examines black student’s sense of belonging compared to that of white students in regards to socioeconomic status in the Iowa City Community School District (ICCSD). It uses data from a survey administered to all 5^th through 12^th grade students in the Iowa City Community School District in February and March of 2017. The survey and report are the product of a university-community partnership between researchers at the Public Policy Center at the University of Iowa and the director of Equity and Staffing at the Iowa City Community School District. The research finds pattern in socioeconomic status negatively affecting white students’ sense of belonging while having minimal effect on that of black students. Thus implying that race affects student experiences independently of socioeconomic status, and attention to race is needed to address student experiences at the intersection of race and SES.