This research examined Oregon elementary schools where student reading test scores showed the most dramatic improvement over a three-year period (2003-2006), even though their population was mostly low-income and high minority students. Grade level, standards-based state test scores created a common measure to determine how well students were meeting grade-level reading standards. Participant schools were selected and ranked based on the following criteria: school population of at least 200 students; at least 40 percent of the student population was identified as socio-economically disadvantaged, minority, or English learner sub-groups; the school principal had been in place for at least the three-year period; and the percentage of increase in 5^th grade reading assessment scores during that period.

The design of the study was a multi-site case study to recognize which practices were believed most critical to improved achievement, as identified by the school faculty from the three top schools. Case study methodology that was used gather information from historical documents, site surveys, and interviews. The five dimensions of schooling as described by Eisner (1991) were used as a framework in this qualitative study to code and compare the survey data, observations, and interview data collected in this study. Findings from this research identified a school-wide goal to improve reading was one potential indicator of improved reading assessment, along with a highly trained professional staff, a standards based curriculum, and the shared vision of a strong learning organization with commitment to the success of every child.