This study analyzes the relationship between school management strategies and student's academic achievement, while controlling for factors such as the school principals' age, gender, experience, as well as school size and location, Student's Social Economics Status (SES), English as a Second Language learner's population (ESL), Special Education student population and the prior year's academic achievement data. Multiple regression analyses were conducted from principal surveys and the academic achievement data of a sample size of 150 high schools and middle schools in Texas. The school management strategies were measured through a principal questionnaire in the following sub dimensions: professional development, teaching and learning improvement, resource allocation, and community allegiance. The school academic achievement data was gathered from the Academic Excellence Indication System (a glossary of all Texas public school's AYP results, which includes the annual Texas Assessment Knowledge and Skills results), for the academic years 2009 through 2011. Multiple Regression analysis was conducted on the variables. The findings revealed that most of the school management strategies in the present study did not have any significant relationship with academic achievement, except for Community Allegiance and the prior year's Social Studies academic data. The results of the analysis in the study enhances the education leaders' ability to identify aspects of school management strategies commonly utilized, that have little or no direct effect on student's academic achievement. It also empowers them in decision making in the areas of campus improvement planning, budgeting, and addresses the future direction of research on further analyses of school management strategies, and how it may impact academic achievement. The study was limited due to the fact that the individual students and the principals who participated in the survey where not necessarily those who made the management strategy decisions of the current school year. Even with this limitation, it was still able to identify a crucial aspect of management strategy which upholds the theory of Social Cognition. [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.]