Research investigating the level of student achievement in two demographically comparable urban high schools was examined as to the presence of or the absence of the Correlates of Effective Schools. The purpose of the study was to determine: Do the Correlates of an Effective School as identified by Lezotte distinguish a higher achieving high school from a lower achieving comparable high school? The researcher determined the level of achievement for School A and School B after conducting z-tests on seven different New York State Department of Education's Regents Examinations from the 2009-2010 School Report Cards. School B was the higher achieving high school and School A was the lower achieving high school. The Connecticut School Interview provided sixty-one questions whereby the researcher annotated one of five choices based upon the faculty member's response to each question. Faculty was selected utilizing a Randomizer Program. A hypothesis that the characteristics found in traditional school effects research, in particular those identified by Ronald Edmonds and Larry Lezotte, do indeed distinguish similar schools that have dissimilar results. This researcher was not aware of any school effects research that had taken this "reverse proof' approach. Triangulation of evidence was used in this study, as data were gathered from the individual interviews. The results show that School A and School B, along with their respective ratio of teachers who responded, exhibited a correlate to be almost in place, in place, or not in place. This study further substantiates that schools do make a difference regardless of the socio-economic status of the students. [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.]