Abstract
Over the past several decades, many reform models have been employed in school settings that attempt to improve student academic achievement. The results of the program implementation are often reported in a strictly quantitative manner, as higher or lower standardized test scores. This research project focused on one such reform model’s implementation, but studied the results in a broader, more qualitative context, examining the impact of the program on the larger school community -administrators, teachers, parents, and students, as well as on quantitatively measureable student outcomes, test scores. The case study approach, a widely accepted qualitative research methodology, was selected as the most effective means of analyzing the effects of the program for various stakeholders. The program researched was the Success for All reading program implemented at an urban public school, Roosevelt Elementary, in St. Paul, Minnesota. Data analyzed included audio-taped interviews; observations of subjects; school district information; Minnesota Comprehensive Assessment (MCA) and Success for All Foundation records. All participation in the study was voluntary. Findings were developed relating to themes of trust, standardization of learning, creativity/flexibility, success/pride, accountability, resistance, and abandonment. Implications for educational leadership and both general and targeted recommendations were identified.