The purpose if this study was to compare math and reading Criterion Reference Test (CRT) scores of 3^rd and 5^th grade students using two distinct educational models: a comprehensive educational curriculum (CEC) model and a No Child Left Behind (NCLB) curricular model. While the CEC curricular model focuses on a combination of core and non-core curriculum, the NCLB curricular model focused on a combination of intense core remediation and the reduction of some non-core curriculum. Students were from two demographically similar frontier Nevada elementary schools. Test scores were compared in 2004 when both schools used identical curricular approaches, and then subsequently in years 2005-2007 when the differing curricular approaches were put in place. While both schools used the Professional Learning Communities (PLC) model of professional development to maintain a common educational focus on curriculum utilized, School 1 focused on a CEC approach and School 2 used the NCLB curricular model of increased remediation.

Planned comparison t-tests were used to examine test score differences between School 1 and School 2 during the 2004-2007 school years. Results indicated that the only significant difference existed in the math test during the 2004 school year, before any curricular alterations were made. All other results indicated that even though great differences existed between curricular models, no significant test differences existed between the two schools. An upward CRT test score trend was detected in the school using the CEC model of education. This study could allow educational leadership on various levels to develop a curricular vision based on the entire educational experience that students receive versus educational accountability based solely on student test performance.