In the state of New Jersey, academic success at the high school level is defined by student achievement on the New Jersey High School Proficiency Assessment (NJ HSPA), which students take in the 11th grade. New Jersey high school principals are accountable for ensuring that students who attend their schools are proficient in mathematics and language arts before they start their 12th grade year. The No Child Left Behind Act (2001) emphasizes principal accountability, and New Jersey has likewise increased scrutiny on principals' contributions to student performance on the NJ HSPA. Accordingly, this study examines whether these principals' tenure, longevity, and continuity at the school level affected student achievement on the 2012 NJ HSPA. Specifically, it utilizes a non-experimental exploratory multiple-regression design, and reviews data from the New Jersey School Report Card to determine which school districts in the A-CD District Factor Groups made adequate yearly progress by achieving proficiency on the 2011-2012 NJ HSPA. [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.]