This study examined the impact that cooperative learning and traditional learning have on the academic performance of elementary school students in rural school districts. Cooperative learning is considered a typical model that can maximize the effectiveness of constructivism. Slavin (1991, p. 71) completed a synthesis of research on cooperative learning. His research revealed that "the use of cooperative learning strategies results in improvements both in the achievement of students and in the quality of their interpersonal relationships". This comparative research study examined the impact that a cooperative learning curriculum has on the academic performance of 3rd grade students. This study also examined how a cooperative learning curriculum measures up to traditional curriculum as it relates to student achievement across selective variables such as gender, racial ethnicity, and. social economic status. The data in the study were obtained from 6 public rural elementary schools in northeast South Carolina. To obtain data for this study, the researcher used data reported on the South Carolina Annual State Report Card Report about elementary schools. Of the six elementary rural schools selected, three schools utilized a cooperative learning curriculum, and three used a traditional curriculum. A total of 249 elementary students were enrolled at the six selected rural elementary schools. Forty-eight percent of the rural elementary school students were exposed to a cooperative learning curriculum, and 52 percent of the rural elementary students were exposed to a traditional curriculum. This research study examined eight hypotheses. Of the eight examined, 7were significant at the p < 0.05 level of significant. The results of ELA yield a significant difference between cooperative and traditional learning methods. This held true for gender, racial ethnicity, and social economic status as well as the interaction of instructional status (i.e., English and mathematics) and the selective various. The mathematic results indicated a significant difference between cooperative and traditional learning methods. The same occurred for gender, racial ethnicity, and social economic status as well as the interaction of instructional status across the selected variables. [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.]