The purpose of this quantitative research study was to determine the relative impact school culture has on student achievement (specifically AYP status, dropout rates and graduation rates) in select urban and suburban Georgia high schools. To examine this relationship, the researcher reviewed data collected from the School Culture Survey (SCS) given to select administrators in urban and suburban Georgia high schools. This research measured the following elements of school culture: collaborative leadership, teacher collaboration, professional development, collegial support, unity of purpose, and learning partnership. The results of the SCS were analyzed to determine if school culture had a relative impact on student achievement. The results of this study indicate that no relationship was found between organizational school culture, as measured by the SCS, and suburban schools' AYP status, dropout rates, or graduation rates. However, a statistically significant relationship was found for urban schools with regard to their organizational school culture, as measured by the SCS and their AYP status and graduation rates. Professional development was the only significant predictor out of the six elements of school culture with regard to urban schools' graduation rates. No significant relationship was found between urban schools' organizational school culture and their dropout rates. A statistically significant relationship between urban organizational school culture and AYP status was found specifically for collegial support and learning partnerships. [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.]