In response to standardized test scores that did not accurately reflect student learning, Franklin Lower Elementary School in Meadville, Mississippi, began a process of restructuring to become a developmentally appropriate school by using hands-on materials, focusing on whole language, and emphasizing the development of thinking skills. To demonstrate the effects of this process on student outcomes, achievement tests were administered to first and second graders in December 1992; student behavior records were reviewed from 1988 through 1992; and attitude surveys were administered to students, parents, and teachers in 1992. Results of the assessments indicated that: (1) for first graders, average achievement test scores were 84% for reading and 81% for math, both above the national average; (2) for second graders, average achievement test scores were 54% for reading and 78% for math, also above the national average; (3) absences at the school decreased each year since the 1988-89 school year for students overall, although they increased for black males; (4) discipline referrals decreased from 100 during the 1988-89 school year to just over 20 in 1991-92; (5) among the student attitudes surveyed, students' attitude toward teachers was the most positive; (6) among items rated by parents, teachers were rated most positively, while testing was given the least favorable rating; and (7) classroom teachers were more positive about the curriculum and teachers' roles than were assistant teachers or support teachers. The survey instruments are appended. (BCY)