Studies that trace change over time are essential to inferring how people change. To add understanding to the change process in school systems in Georgia that demonstrated improved Criterion Referenced Test (CRT) scores for several consecutive years, this study was conducted. Interviews were held with 90 teachers, administrators, and supervisors in 15 elementary schools and 6 middle/junior/intermediate schools, and central office staff personnel from three school sysytems that have improved CRT performance of their students in fourth- and eighth-grade reading and mathematics for three consecutive years. Chapter 1 includes an introduction and description of the population and methodology of the study. The second chapter examines stories of CRT improvement by the school districts studied, giving the opinions and attitudes of faculty and administration, and the various approaches used. The third chapter describes results and conclusions, outlining eight general categories that explain commonalities across the school systems. Those categories are (1) awareness and alignment to CRT, (2) teaching and materials, (3) planning and sharing, (4) reviewing progress, (5) systemwide policies, (6) competition and cooperation, (7) influential persons, and (8) costs. Findings for each category are reported. Concluding the study are six references and two appendices (tables of CRT gains and interview forms). (WTH)