How a school is organized--or, more specifically, the extent to which teachers work together and treat one another as professionals--can influence elementary school students' mathematics achievement. So suggest the authors of a recent study on the impact of school organization on longitudinal student achievement (Moller, Stephanie, Roslyn A. Mickelson, Elizabeth Stearns, Neena Banerjee, and Martha Bottia. 2013. "Collective Pedagogical Teacher Culture and Mathematics Achievement: Differences by Race, Ethnicity, and Socioeconomic Status." "Sociology of Education" 86 (2): 174-194). Using data gathered from 4500 kindergartners who attended elementary school from 1998 to 2003 as part of the Department of Education's Early Childhood Longitudinal Study, researchers Moller and her colleagues (2013) found a link between school organizational practices and student achievement. The premise of the study is that No Child Left Behind (NCLB) and high-stakes testing are largely responsible for a drop in teacher morale as well as a decrease in teacher collaboration and communities within a school. On the basis of earlier research, the authors hypothesize that this move away from teacher collaboration and community had serious consequences for student achievement. In particular, the researchers were interested in the effect on minority and low-socioeconomic (SES) students.