Supervision plays a vital role in today's schools. A component of a school administrator's success is the ability to provide guidance and structure to the teachers they lead. This quantitative study compared the frequency of administrative walkthroughs conducted by principals on third and fourth grade teachers and the effects of these visits on student performance on a standardized test in Reading and Math. The problem in this study is whether there is a significant relationship between the frequency of visits and students' success on standardized test. The population consisted of elementary schools in the East Baton Rouge Parish School System. The data collected was correlated with the number of principal walkthroughs conducted during the year and the results of the Louisiana Education Assessment Program. The Louisiana Education Assessment Program (LEAP) is administered once a year to fourth grade students. The Intergrated Louisiana Education Assessment Program (iLEAP) is administered to third grade students. This study evaluated the school years of 2008-2009, 2009-2010, and 2010-2011. Four hypotheses were tested at the 0.05 alpha level or better. Significance was determined using the Pearson r as the primary statistical procedure. Further analysis using a t-test was used to identify differences in the individual school performance as it relates to walkthrough frequencies. According to the analysis, hypothesis 1 (Hoi) and hypothesis 2 (Ho2) indicated a significant relationship between the frequency of principal walkthroughs and third grade iLEAP standardized test scores and fourth grade LEAP test scores. Contrarily, hypothesis 3 (1103) and hypothesis 4 (Ho4), revealed there were no significant differences in the variability of principal walkthroughs and its on affect third or fourth grade standardized test scores. For this study it was concluded that there was no significant relationship found between the frequency of walkthroughs and student achievement; however, nine percent of schools showed an increase in scores in third grade ELA/Reading classrooms. Fifteen percent of schools displayed academic growth in the area of fourth grade math. Significant differences were found in the frequency of walkthroughs during the academic years between 2009-2010 and 2010-2011. These differences did not heavily weigh on the success of students in those classrooms. It was recommended that administrators focus more on school climate and school culture. Considerations should be taken to provide more meaningful feedback in terms of teacher supervision that will directly impact student achievement. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]