According to an extensive review of the literature, effective instructional delivery and "classroom management" practices are critical factors to elevate student achievement (Shindler, Jones, Williams, Taylor, & Cadenas, 2012). The purpose of this study was to analyze a comparison of classroom management practices on student achievement in third, fourth, and fifth grade classrooms. Attention was given to classroom management practices that contribute to student achievement as measured on the Palmetto Assessment of State Standards (P.A.S.S.). The following research questions were addressed in this study: (1) Is there any significant difference between the high performing school's teacher presage variables and the low performing schools' teacher presage variables?, (2) Is there any significant difference between the high performing school's teacher classroom management and low performing schools' teacher classroom management?, (3) Is there any significant difference between the high performing school's teacher attitudes and practices and low performing schools' teacher attitudes and practices?, and (4) Is there any significant difference between the high performing school's teacher self assessment of classroom management and the low performing schools' teacher self assessment of classroom management? The study population consisted of ten elementary schools: one made AYP and nine did not make AYP as measured on the 2011 P.A.S.S. The target sample for this study were third, fourth, and fifth grade elementary school teachers (n = 131). Quantitative research was used to investigate the types of classroom management practices within the schools in this study. Teachers were given a four-part 26 item behavior management survey containing 24 items adopted from the Murfreesboro, Tennessee ProTeacher Community Network (2005), a professional community for school teachers in grades PreK-8, and 2 items generated by the researcher based on review of the literature. Quantitative data were analyzed using descriptive statistics, frequency distributions, statistical t-test, and ANOVA approach, and class time utilized on discipline issues. Research findings found significant correlations between the teachers in the low performing schools and the teachers in the high performing school in the following areas: number of years teaching/experience (presage); the utilization of student behavior contracts (classroom management); utilization of intrinsic rewards (attitudes and practices); and classroom management approach and class time utilized on student discipline (teacher classroom management self assessment). [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.]