This quantitative study was designed to understand the relationship between the variables of student attendance, educator experience and turnover, and student achievement at the Molly Hootch schools in rural Alaska in an effort to understand the current state of achievement according to data from 2002-2019 collected from the Alaska Department of Education and Early Development (AKDEED) database. Data revealed that Molly Hootch school attendance was at 90% and that proficiency among students dropped from 40% to 15% during the years under review. The researcher was not granted access to review further data that could provide more concrete answers to the research questions. There certainly is enough evidence to warrant further investigation, both qualitative and quantitative, into the experiences of these students and communities, as well as the teachers and other educational staff, to uncover possible supports that can be provided or barriers that can be removed to increase equity in education and increase academic achievement for Alaskan Native communities. [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.]