This study was conducted to determine whether changes from traditional organizational patterns in elementary schools make a difference in reading achievement. The study was conducted through comparisons of student populations in three suburban schools. Two schools were experimental (one nongraded, one open space), and the third was a traditional model. Standardized tests were given annually to all students, and comparisons were made of test scores. The longitudinal study followed students through their elementary school experience. Results show that students in schools with innovative design do better in reading achievement overall. The findings show that these students do as well or better on standardized reading tests and that the longer students are in experimental settings the greater the benefit they receive. The study concludes that experimental settings are conducive to reading achievement and supports the viability of these organizational concepts in elementary schools. (MD)