The authors reported findings from 3 studies examining the efficacy of Five Standards pedagogy in raising student achievement. Studies 1 and 2 were randomized designs; Study 3 was a quasi-experimental design. Samples included 53 teachers and 622 predominantly low-income Latino students in Grades 1-4. Studies assessed model fidelity with the standards performance continuum and student achievement with norm-referenced, criterion-referenced, standards-based, and computerized adaptive tests. Of 34 comparisons, only 3 comparisons favored Five Standards pedagogy, with minor differences and no observable benefits for English learners. Findings do not support claims of efficacy and indicate the instructional model needs further development before dissemination as effective diversity pedagogy. (Contains 4 tables.)