Transition from middle school to high school can be challenging for many students. Increased drop-out rates, decreased academic achievement, and increased discipline issues has forced educators to re-examine how they approach freshman students. The Jostens Renaissance program is aimed at increasing academic achievement and decreasing school-wide discipline infractions by developing positive school culture. The research study examined the impact of the Jostens Renaissance program on 9^th grade student academic achievement as well as 9^th grade discipline. Ninth grade metrics at a suburban high school in Southeastern United States were examined in this quantitative ex post facto study. The research design examined four years of cross-sectional 9th grade data to address the three main research questions. A nonequivalent control group design was implemented to examine four years of 9th grade data to include two years of pooled data prior to the program being implemented (Non-Jostens group) and two years of pooled data after the program was implemented (Jostens group). Regression analysis was used to determine the statistical significance between the variables in the study. Statistical analysis employed a cross-section analysis to evaluate group level information for the four years of the study. Dummy variables were used in the study to allow the researcher to distinguish between the different treatment groups. An analysis of four years of cross-sectional frequency data does not indicate a statistically significant increase in received recognition or positive reinforcement between comparison groups at the p&barbelow;=.092 level; however, a 46.9% increase in recognition was noted. Frequency data indicates a reduction in discipline by nine percent, but no statistically significant difference was found between comparison groups (0.068) within the dependent variable Discipline at the p&barbelow;<.05 alpha level. Frequency data indicates a 9.1% drop in 9th grade retentions (p&barbelow;=.089). The following recommendations were noted: (a) The Renaissance Program should be continued and (b) given the limitation that the study was conducted in only one high school and only included a percentage of that schools population, the study could be replicated in several ways. Future research could include qualitative data, or research could be conducted on non-Jostens schools and Jostens schools.