The focus of this research was to identify variables reported in the 2008-2009 Florida School Indicator Report (FSIR) that had a statistical impact, positive or negative, on the likelihood that a school would achieve Adequate Yearly Progress (AYP) in reading or mathematics using the logistic regression technique. This study analyzed four broad categories reported by the FSIR to include academic, school, student, and teacher characteristics. FSIR and AYP data was collected for 468 Florida high schools that were categorized by the Florida Department of Education as presenting a comprehensive curriculum to grades 9-12 or grades 10-12. It was determined in this study that academic data associated with ACT results and the grade 11 FCAT Science were effective predictors of a school’s academic health in reading and mathematics. Student absenteeism showed the greatest impact on a school obtaining AYP in reading while the percentage of students qualifying for free and disabled populations within a school showed the greatest impact on a school obtaining AYP in mathematics. Teachers teaching out of field were identified as having a negative influence on AYP in reading and mathematics while a teacher’s experience was considered a positive influence on AYP in mathematics only. Further research is necessary to fully explore the use of logistic regression as a predictive tool at the state, school district, and school level.