This study investigated the relationships between student achievement and the school characteristics of academic optimism and enabling structures. Perceptual data were collected from a sample of 496 faculty members across 67 schools in 25 districts in northern NJ. These data were then merged with demographic and student achievement data from the New Jersey Department of Education for analysis through descriptive and inferential statistics. The study was modeled after prior studies outside of New Jersey and before the onset of the SARS-CoV-2 pandemic. The study found that enabling structures were correlated with school academic optimism and that optimism, in turn, was positively associated with math achievement. The study also found that socioeconomic conditions of students have a strong impact on student achievement in both math and English language arts. Socioeconomic status also had an impact on optimism levels but did not impact a school's enabling structures. These findings paint a picture of education in the post-pandemic period where socioeconomic factors may play a stronger role. However, school academic optimism continues to offer the ability to offset socioeconomic forces. Further, enabling structures, which are directly within the control of school leaders, offer a way to influence achievement independent of socioeconomic status. [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.]