Graduating high school is an important key predictor of this nation's ability to remain globally competitive and a person's long-term financial and social success. At the macrolevel, graduation rates impact a nation's post-secondary education participation, which has been found to be a key indicator of its ability to compete in a global economy. At the microlevel, graduating high school helps increase personal earning potential, access to post-secondary education, and integration into a community while reducing the risk of illegal activity. This research sought to address gaps pertaining to 4-year August adjusted cohort graduation rates (ACGRs). This study combined variables considered in multiple research studies into one study while defining student achievement as graduation rates rather than proficiency on state assessments. The purpose of this quantitative correlational study was to explore the relationship between school district characteristics, student demographics/subgroups, superintendent longevity, and 4-year August ACGRs in New York State school districts. The research focused on public school districts within a 5-year span, between the 2014-2015 and 2018-2019 school years inclusively, in New York State, excluding New York City and all charter schools. The study used publicly accessible data from the New York State Education Department website. Findings indicate that statewide graduation data trends show negligible changes in the 4-year August ACGRs across all subgroups statewide and in each need-to-resource capacity (N/RC) category from 2015 to 2019. Disproportionate graduation rates were observed among subgroups both statewide and within each N/RC category. The study reveals a statistically significant relationship exists between districtwide enrollment and ACGR for subgroups, differing by N/RC categories, in at least 4 of 5 years between 2015 and 2019. Similarly, a statistically significant relationship was identified between adjusted cohort enrollment and ACGR for subgroups, differing by N/RC categories, in at least 4 of 5 years over the same 5-year period. Furthermore, the demographic composition of an adjusted cohort, including race, socio-economic status, level of English proficiency, and disability, had statistically significant relationships with the ACGR of other subgroups within the cohort. Lastly, the study reveals a statistically significant relationship between superintendent longevity and the ACGR for Black/African American students in N/RC 4.These findings highlight the dynamics of graduation rates and provide valuable insights for policymakers, educators, and stakeholders aiming to improve educational outcomes and reduce disparities among student subgroups. [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.]