This quantitative study explores the potential school-level and school district-level factors associated with North Carolina school performance grades in K-5 elementary schools. The desire was to examine if any of the school- or school district-level factors were associated with the outcome variable of North Carolina school performance grades. This study used the data from the North Carolina school report cards and Civil Rights Data Collection from the 2015 – 2016 school year. The sample had 1096 schools and 92 school districts. A hierarchical linear model was created with the overall school performance grade as the outcome variable and the sixteen school level predictors and thirteen school district predictors. Results indicated that twelve out of sixteen school-level variables were statistically significant. One out of thirteen school district-level variables were statistically significant and two additional variables approached significance. Recommendations for improving student achievement were provided for United States policymakers, university education programs, North Carolina policymakers, local governments, school districts, and schools. These recommendations are presented as opportunities to ensure equitable educational practices and outcomes for all students.