Georgia elementary schools had not made adequate gains in school performance as measured by the College and Career Readiness Index (CCRPI) score. The purpose of this study was to determine if the presence of specific school organization themes influenced school performance at selected low and high performing elementary schools. This quantitative comparative correlational study examined if there was a significant difference in the influence of school organization themes on school performance at selected low and high performing elementary schools in Georgia and if there was a significant relationship between the influence of school organization themes on school performance at selected low and high performing elementary schools in Georgia. Elementary schools in Georgia perform below acceptable standards, as evidenced by low student scores in reading and mathematics (Georgia Department of Education, 2015). The study was quantitative in methodology and used the parametric statistical analyses of independent sample t-tests and Pearson correlation analysis to address the objectives. The required assumptions of these statistical analyses included normality, linearity, and homoscedasticity. Each of these assumptions was tested. Results of the independent sample t-test showed there was a statistically significant difference in the measure of school organization themes in high performing selected schools in Georgia based on the School Culture Survey. Results of the Pearson correlation analyses showed there was a statistically significant positive correlation between school organization themes in high performing selected schools in Georgia, as measured by the School Culture Survey.