The purpose of this quantitative associative correlational study was to examine the relationship between teachers' assessments of job-embedded professional development and school performance scores within a single rural school district in Southeast Louisiana. The theoretical foundation was Andragogy. Two research questions guided the study in examining if or to what extent a relationship existed between teachers' assessments of job-embedded professional development and school performance scores (RQ1), among high-performing schools within a rural school district and (RQ2), among low-performing schools within a rural school district. Convenience sampling was used to collect data via SurveyMonkey®. In SurveyMonkey® teachers completed the Standards Assessment Inventory (SAI). The final sample was 110. School performance score data came from the Louisiana Department of Education (LDOE) website. Results of Spearman's p for (RQ1) found there to be a statistically non-significant, very weak (-0.10) negative monotonic correlation between the school performance score and the total job-embedded professional development score in the high-performing school sample. This retained the null hypothesis. For (RQ2) there was statistically significant, moderate (0.36) positive monotonic correlation between the school performance score and the total job-embedded professional development score in the low-performing school sample. This provided support to reject the null hypothesis. The findings support the relevance of job-embedded professional development in low-performing schools and may be useful for district level leaders when it comes to the placement and hiring of school level leaders based on school performance. [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.]