The aim of this research was to examine the influence of fiscal determinants on high school graduation rates for African-American students in Long Island public schools during the 2019- 2020, 2020-2021, and 2021-2022 school years, within the context of various federal initiatives and educational equity policies. Utilizing ANOVA and linear regression analysis, the study investigated the relationship between independent variables such as per pupil expenditures, teacher experience, class size, district enrollment, poverty rate, and graduation rates among African-American students in Long Island school districts. The analysis involved quantitative correlational analysis using data from the New York State Department of Education NYSED), New York State Division of Budget, and publicly accessible websites. The multiple regression analysis revealed a highly statistically significant model (F(8, 83) = 19.36, p < 0.001) that accounted for 62% to 65% of the variance in high school graduation rates (R2 = 0.65, Adjusted R2 = 0.62). The results identified three significant factors influencing graduation rates: per pupil expenditures ([beta] = 0.51), teacher experience ([beta] = 0.41), and total district enrollment ([beta] = -0.19). The findings suggest that improving graduation rates among African-American students in Long Island public high schools requires attention to budgetary allocations, teacher experience, and total enrollment. The study's implications extend to school funding and educational policy, providing insights into New York's fiscal distribution process and its potential impact on measurable student outcomes. [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.]