Public schools follow school improvement guidelines to improve outcomes for students. This study utilized a quantitative method with a correlational design to discern any relationship between the NCStar School Improvement Program Indicators and student proficiency scores. The population for the study was 636 public high schools implementing the NCStar School Improvement Program's Indicators; the sample size was one rural high school in a southeastern state with 1,491 students and 125 teachers, teacher aides, and administrators from a rural high school in the southern state. In collecting data for the current research study, the district Chief Accountability Officer retrieved archival test scores of students from the state's database. The NCStar Comprehensive Needs Assessment Survey from the NCStar School Improvement Program was loaded into Google Forms to collect the responses of the teachers, teacher aides, and administrators from the sample high school, with 73 respondents participating. Excel spreadsheet calculated the data analysis for linear regression, ANOVA, and Pearson's Correlational Coefficient r-test. Results indicated no relationship between implementing the NCStar School Improvement Program Indicators and student proficiency. Implications for future leaders and practitioners included fidelity of implementation, use of data to develop a solid instructional direction, and selection of informed professional development requirements. The results may provide school and district leaders with new ideas for addressing student proficiency. [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.]