This dissertation study was conducted using multiple regression analysis to determine the degree to which school-level variables of percentage of minority students, percentage of students with limited English proficiency, percentage of economically disadvantaged students, percentage of students with a disability, and percentage of gifted students significantly predict the school’s performance measure on Georgia’s College and Career Ready Performance Index (CCRPI) for the school years 2012-2018. Data from public high schools composed of grades 9-12 across the state of Georgia were collected and analyzed. Results showed that a school’s percentage of gifted students, percentage of economically disadvantaged students, and percentage of minority students were significant predictors of CCRPI scores across all seven years examined. For two of the seven years, a school’s percentage of students with a disability was also a significant predictor of CCRPI scores. Findings from this study suggest the school’s CCRPI scores are negatively affected by students of a racial/ethnic minority, students at an economic disadvantage, and at times, students with a disability. Findings from this study also show a school’s percentage of gifted students positively affects the school’s CCRPI scores.