This dissertation examines the efficacy of a bottom-up comprehensive school reform (CSR) program by evaluating its impact on student achievement, attendance, and behavior outcomes through an explanatory mixed methods design. The CSR program (Gear Up) was implemented in an urban junior high school over the course of seven years allowing for longitudinal evaluation. Additionally, this study assessed the validity of using microanalytical simulation methods to generate student level data from available school level data. The importance and need for this study were based on two main factors: (1) the need for a broader research literature base in the field of CSR, and (2) the value in finding alternative methods of achieving more rigorous educational research designs. Through basic and correlated inspection methods, the simulated student level achievement, attendance, and behavior data were validated and considered highly representative of the actual school level data reported by the Ohio Department of Education. Therefore, the simulated student level data were deemed acceptable for use in inferential statistical studies. Repeated-Measures ANOVAs were performed on the simulated student level data for each outcome variable over time. Inferential results indicated a significant change over time for 8th grade reading achievement, 7th and 8th grade math achievement, attendance rate, and behavior incidents. With the exception of 7th grade math, all other statistically significant findings were positive with student achievement and attendance increasing and behavior incidents decreasing over time. Although many statistically significant changes were found, not all were of practical significance. Qualitative interviews with teachers and administrators from the Gear Up school helped to inform "why" statistical changes and anomalies were found. In comparison to traditional top-down CSR programs, the collective quantitative and qualitative evidence from this study suggests bottom-up CSR programs can also elicit positive change in student outcomes. However, without the integration of quantitative and qualitative methods in this study, explanation for statistical results may have been interpreted differently. [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/en-US/products/dissertations/individuals.shtml.]