We propose a multidimensional model that can be used to formulate a research agenda that aims to explore how innovations in teaching and instruction influence the science of learning within educational contexts. This model depicts the complexity of relationships between variables within: classrooms, the total school program, and inside and outside the institution that can impact student achievement. Measuring the success of schools and student outcomes cannot be determined solely by using a legislated school-grading system test or achievement tests. To assert that the outcomes of such measures are indicators of the quality of teaching and learning is to ignore differences in classroom teaching within an institution. (Contains 1 table, 1 figure and 1 note.)