The purpose of this correlational study is to determine the nature of the relationship between school and demographic factors and student achievement using data from the individual schools reported by a school district in Northern Texas. Answers to the following questions were sought: Do the teacher demographic factors (years of experience, gender, ethnicity, degree held) have a significant impact on the student achievement on the English I and II STAAR exam? Do the school-related factors (size of school, attendance, average class size) have a significant impact on student achievement on the English I and II STAAR exam? In this study a comprehensive analysis was conducted using Binary Logic Regression to examine the relationship between various teacher and school-related factors and student performance on the English 1 and English 2 STAAR tests. The research focused on understanding how teacher gender, years of experience, racial demographics, and level of education, along with school-related factors like class size, school size, and attendance, influence student achievement. Results indicated that most of these factors, including teacher gender, race, education level, class size, and school size, did not exhibit a statistically significant relationship with student performance on the STAAR tests, as evidenced by high p-values and low R[caret]2 values. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]