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In 2016, Michigan State University developed a new model of classroom education and assessment in their Mechanics of Materials course. This model used a modified mastery approach that stresses formative assessment, guidance in the problem-solving process, and structured student reflection. We now refer to this new approach as SMART Assessment - short for Supported Mastery Assessment using Repeated Testing. The effects of this model have been very positive, and results on overall student success in Mechanics of Materials have been presented in full at prior ASEE conferences. In this paper, we focus on the effects of this new assessment model on the performance of students who may be at greater risk due to their first-generation status or economic disadvantage, while accounting for other measures such as incoming GPA and performance in the prerequisite course, Statics. The evaluation was conducted across 3.5 academic years and involved 1275 students divided among 9 experimental sections and 6 control sections. Statistical analysis indicated that there were no significant differences between the performance indices for students in the SMART sections based on their parents’ history of university education or their eligibility to receive a Pell Grant. While students in the Traditional section tended to have higher grades in ME222, this cannot be compared directly to the grades in the SMART section due to the difference in grading framework. Previous work, however, has indicated that students who complete the SMART framed sections have a deeper understanding of the course material, as demonstrated by their improved performance on common final exam problems that were evaluated with a mastery-focused rubric.