Although the No Child Left Behind Act (NCLB) requires all American public schools to meet Adequate Yearly Progress (AYP), many fail to meet this standard each year. Effective Schools Research has revealed several correlates, such as a clear mission, a safe climate, strong instructional leadership, monitoring of student progress, strong relationships between the home and school, and a classroom climate conducive to learning, that impact student achievement. Nevertheless, it was not known which Correlates of Effective Schools were present at the district level. Therefore, the purpose of this exploratory qualitative case study was to determine which Correlates of Effective Schools were present at the district level in a school district in the central United States where some elementary schools overcame non-AYP status, to meet AYP. The findings revealed that all seven Correlates of Effective Schools were present at the district level including: (a) instructional leadership, (b) clear and focused mission, (c) safe and orderly climate, (d) high expectations, (e) frequent monitoring of student progress, (f) positive home-school relations, and (g) opportunities to learn and time on task. The school district's AYP performance results identified that the district had an overall decrease in the percentage of schools meeting AYP, during the period of the study. In fact, the district AYP performance declined for the first 4 years of the study and then improved during the last year of the study indicating that the presence of the correlates at the district level is not sufficient to enable schools to meet AYP. [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.]