This study was designed to examine whether there is a significant difference in the English Language Arts and mathematics achievement of third, fourth, and fifth-grade students enrolled in Priority Schools in South Carolina. In an effort to provide a quality education by way of improving state standardized assessments results, nation-wide many states adopted a school improvement accreditation agency to assist schools in their efforts. Some states were recipients of technical assistance which is intended to support and guide organizations through the change process. Oftentimes low performing schools struggle to address academic improvement of their students' learning outcomes and improving is not simple or easy, it is possible (USDE, 1998). Children in lower social economic environments perform significantly lower than their middle-class counterparts (Crook & Evans, 2014). Furthermore, Hirn et al. (2018) concurred studies have shown that students from families with low SES are less likely than their more affluent peers to become proficient in reading and math. This phenomenon contributes to the need for coordinated approaches to school improvement. The study employed the comparative research design to investigate differences in the English Language Arts and mathematics achievement of third, fourth, and fifth-grade students enrolled in Priority Schools during the 2016-2017 and 2021-2022 academic years. Comparative research is comparing two or more things to discover something about one or all the things being compared (Heidenheimer, Hugh, and Adams, 2003). Results of the data collected compared test scores in the 2017 and 2021 school years; the study analyzed data from Priority schools across South Carolina. This research study examined six hypotheses. The Analysis of Variance (ANOVA) test was utilized to examine the six hypotheses. Each hypothesis in this research study was analyzed at the p < 0.05 level of significance. Two of the hypotheses were significant at p < 0.001 level of significant. The findings suggested that technical assistance services, in most cases, did not have a significant impact on the academic achievement of elementary students in mathematics. However, data support that there is a significant difference in fourth and fifth grade-students English Language Arts scores who received technical assistance services. In the state's priority schools, there was no significance difference in third grade-students who were involved in technical assistance services in neither English Language Arts nor mathematics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]