The demands and expectations placed on all schools in the United States to meet the needs of a growing and diverse population continue to raise the questions, what needs to be done in order for all students to achieve success, and how can this success be measured? This study, researched and reported in the form of a dissertation, was performed on an urban school on the east coast of the United States. The focus of this study was on the aggregate test results of a treatment group (Star School) from a Title 1 school of the Constellation School District consisting of sixty English Language Learner (ELL) students. The specialized instruction provided as a result of item analysis on the district wide Formative Assessment Test scores (FAST) was observed and documented. Additionally, this sample school's results were compared to the other Title 1 schools of that same district consisting of 386 students. Using test scores from Reading Formative Assessments from the years of 2009-2010, 2010-2011, and 2011-2012, the scores of both groups were compared. Also, a review of the research from other studies relative to the practices of this case study were reviewed and reported in support of the findings of this case study. Finally, recommendations and suggestions for curricular enhancements, along with additional teaching strategies, tools, and resources were part of the conclusion of this document. Each should serve as a means of reinforcement to the current practices and as an augmentation to teachers' efficacy. [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.]