This report describes the findings of an analysis of a series of action research projects conducted by Vigo County School Corporation at Terre Haute North Vigo High School. During the 2009-2010 school year, 17 teachers participated in independent action research studies regarding the extent to which selected instructional strategies enhanced the learning of students. The following strategies were utilized in the independent action research studies: (1) Graphic organizers; (2) Nonlinguistic representations; (3) Note taking; and (4) Partial vocabulary. Because students were not randomly assigned to experimental and control groups, all independent action research studies employed a quasi-experimental design, referred to as a pretest-posttest non-equivalent groups design. The pretest scores were used as a covariate in an analysis of covariance (ANCOVA) to partially control for differing levels of background knowledge and skill. The following questions were considered through a random-effects meta-analysis of the independent action research studies: (1) What effect does the utilization of instructional strategies have on students' achievement regarding the subject matter content taught by their teachers?; (2) Does the effect of instructional strategies differ between academic content areas?; and (3) Does the effect of instructional strategies differ from strategy to strategy? Instructions for Action Research are appended. (Contains 22 figures and 5 technical notes.)