The purpose of this study was to examine the relationships of demographic (indicators describing student characteristics), structural (indicators describing school characteristics), student (indicators of student academic achievement), and financial (indicators of instructional expenditures) factors to student mathematics achievement. A sample (n = 390) of high schools from a south central state was used to investigate the research questions. Of the statistically significant (p < 0.05) indicators from the demographic factor, this study found that a decrease in the percentage of students who are at risk, a decrease in the mobility rate of students, along with an increase in the total student campus enrollment, resulted in an increase in high school students' mathematics achievement. Of the statistically significant (p < 0.05) indicators for the structural factor, this study showed that as the average math class size increased and average years of teaching experience increased while the years with the district decreased, high school students' mathematics achievement increased. Of the statistically significant (p < 0.05) indicators for the student factor, this study found that as science TAKS achievement, SAT/ACT scores at or above criterion, and attendance rates increased, so did student high school mathematics achievement. Of the statistically significant (p < 0.05) indicators of the financial factor, this study revealed as campus administrative salaries increased, high school mathematics achievement increased. Of the statistically significant (p < 0.05) composite standardized factors, this study showed that as the composite indicators of the demographic factor decreased and student and the financial composite factor increased; high school mathematics achievement increased. Science achievement was found to be a high predictor of mathematics achievement. Furthermore, the effects of the demographic, structural, student, and financial factors on the interaction of these two academic areas merit additional study, in that different indicators for each factor might be warranted. [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.]