This quantitative study aimed to research factors that influence third-graders' reading performance on the State of Texas Assessments of Academic Readiness, a standardized test used to measure the proficiency of students in various subjects. The independent variables of this study were student attendance, teacher's professional background, and campus implementation of the Effective Schools Framework. Three years of data were collected from twenty elementary schools in the same North Texas School District. The theoretical framework used to explore the impact of the Effective Schools Framework was organizational learning theory. The theory explored the impact that organizational learning theory had on school improvement as measured by third-graders' performance on STAAR. The findings indicate that a student's attendance and a teacher's years of experience have positive correlations with student performance on STAAR. This study found no correlation between the type of teacher certification or campus implementation of the Effective Schools Framework. Key findings in this study may contribute to the continued research on the effectiveness of school improvement initiatives. [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.]