The purpose of this exploratory quantitative research study was to determine if middle schools in which higher levels of servant leadership are evident perform better on school effectiveness measures than middle schools that exhibit lower degrees of servant leadership. Furthermore, it sought to identify contextual factors that were correlated with lesser or greater degrees of organizational servant leadership in those same institutions. There has been little research concerning servant leadership and the public middle school. Most of the research emphasis has been on corporate leadership, workplace environments, religious institutions, high school, or college settings. Researchers have generally ignored the middle school setting, despite research that demonstrates the tremendous amount of influence it has on the later academic success of students. This study contributes to the literature about organizational servant leadership. It also provides middle school leaders, looking to operate from a more servant-focused base, with examples of leadership practices that specifically correlate with higher academic achievement. The primary means of data collection for this study was the Organizational Leadership Assessment (OLA) instrument developed by James Laub (1999). Laub defined servant leadership as an understanding and practice of leadership that places the good of those led over the self-interest of the leader. Furthermore, Laub describes servant leadership as that which promotes the valuing and development of people, the building of community, the practice of authenticity, the providing of leadership for the good of those led, and the sharing of power for the common good. Variables that were utilized to determine the relationship between servant leadership and school effectiveness included the Pennsylvania System of School Assessment (PSSA) test scores in reading and mathematics and student attendance. Additionally, contextual variables were examined to determine their relationship between servant leadership and school effectiveness. These contextual variables included principal tenure, socioeconomic status of students, student ethnicity, and school size. The results of this study indicate that organizational servant leadership factors had a minimal impact upon school effectiveness variables. Additional correlational analyses showed that the contextual factors of socioeconomic status of students and student ethnicity had a statistically significant impact upon student achievement. Essentially, these contextual factors appeared to have a far greater impact upon student achievement than organizational servant leadership practices. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]