The purpose of this study was to find out which corrective actions have a positive impact on improving students' learning and achievement and ultimately moving underperforming elementary schools out of Program Improvement (PI) status in California. Some common corrective actions include, but are not limited to, instructional program, instructional minutes, administrative leadership, a system for monitoring student progress, pacing guides, collaboration time, financial support and teacher participation in professional development (California Department of Education, 2015). Summary of the findings related to the primary research question identified student achievement monitoring, the instructional program, collaboration time and teacher professional development as significant corrective actions that were recognized in improving instructional practices. Interpretation of the data regarding the secondary research question expanded to explain why the actions were significant. The words that repeatedly occurred in the responses from the current site administration indicated that teacher support, parent support, school support along with the climate and culture of the school connected with a standards based instructional program are relevant to the success of a program improvement school exiting underperforming status. Also of significant mention was administrative leadership which received highly rated comments in both the selected response questions and the open-ended questions. [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.]