Abstract
Purpose. The purpose of this multicase study was to describe and compare the best practices of five K-6 elementary schools located in Fresno, Merced, San Joaquin, and Tulare counties of California that led to an increase of fifty or more Academic Performance Index points (API) for two consecutive years: 1999-2000 and 2000-2001. Methodology. The multicase study design of this dissertation was based on qualitative, descriptive research methodology. Individual interviews with principals and focus groups consisting of five teacher representatives---one from each grade level two through six---were used by the dissertation author as the primary method of collecting information. Conclusions and implications for action. The following practices should be established to maximize student achievement on norm-referenced assessments: (1) multiple measures of student academic diagnosis including the use of daily math facts, writing prompts, and running records (2) formative benchmark assessments aligned to the State content standards and the norm-referenced assessment (3) standards-based curricular benchmarks (4) use of norm-referenced test question formats in teacher-made assessments and benchmark assessments (5) year-long instruction in test-taking skills (6) short-term assessment preparation programs (7) high expectations for all students (8) positive school and classroom climate (9) full-day kindergarten for all kindergarten students (10) aggressive use of student assessment data (11) one-on-one reading instruction (12) extended day and extended year remediation strategies (13) remediation programs that employ strategies that are an alternative to regular classroom practice (14) class size below twenty students in the primary grades (15) multiple strategies of parent involvement (16) strong culture of teacher collaboration (17) high degree of teacher autonomy (18) identification of instructional strengths and weaknesses of individual teachers (19) horizontal and vertical articulation to more effectively align the written, taught, and tested curriculum (20) deep alignment to the California content standards, and (21) differentiated staff development to improve student achievement as measured by norm-referenced assessments. In addition, it was concluded that further research on the impact of bilingual classroom tutors on student achievement was required.