There are a myriad of factors that contribute to the lowest performing schools in Georgia that School Improvement Grants (SIGs) are designed to ameliorate. Declining graduation rates, dwindling student achievement, high teacher turnover rates, and students leaving high school at an alarming rate ill-prepared for college and/or the workforce (Isernhagen, 2012) are of grave concern. Research demonstrates multiple perspectives to understand how SIGs impact the quality of education and how that impacts student achievement (Barnes & Slate, 2013; Baroody, 2011; GAO, 2013). Archival data were collected on 21 of Georgia's high schools that received SIGs beginning from 2011-2014 school years. The purpose of this quantitative correlational study was to determine the relationship between SIGs and student achievement in the lowest performing schools that receive SIGs in Georgia, as illustrated by each school's annual performance regarding College and Career Ready Performance Index (CCRPI), graduation rates, and standardized test scores. The five research questions were examined using simple linear regressions. There was no relationship between CCRPI and federal funds (2012 r/ß = 0.262; 2013 r/ß = 0.244). There was a statistically significant relationship between CCRPI and students' proficiency (2012 r = 0.813**; 2013 r = 0.914**; 2012 ß = 0.813; 2013 ß = 0.914). There was no relationship between students' proficiency and graduation rates. There was no relationship between federal funds and students' proficiency (2012 r/ß = 0.428; 2013 r/ß = 0.411). There was no relationship between federal funds and graduation rates (2012 r/ß = 0.377; 2013 r/ß = 0.148). The results of the analyses supported the rejection of null hypotheses one, three, four and five, whereas for research question two, there is a failure to reject the null hypothesis. Recommendations for future research include expanding the sample size (i.e. other SIG high schools in Georgia, K-12 settings, schools that receive Race to the Top expenditures, and multiple state analyses), and repeat the analysis when at least two years of Georgia Milestones data is available. [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.]