Before North DeSoto Middle School started TAP implementation in the 2008-2009 school year, the school received its first "No Growth" label. Eager for a powerful approach to school improvement, Principal Simmons heard about TAP from the district. The school took a vote, and one hundred percent of the faculty voted in favor of implementing the system. Principal Simmons led the implementation of TAP with strong dedication to the model. "When we first began to realize the results of TAP, it was very encouraging," said Simmons. "This last year was historic growth for us. We are making a difference and that's the way school should be." This historic growth is evidenced by North DeSoto's strong value-added student achievement scores. The campus has received a 5 value-added score for the past three school years (2009-10, 2010-11, 2011-12), signifying far above average results compared to similar schools in Louisiana.

When Whale Branch Middle School started TAP implementation in the 2004-2005 school year, the school was labeled by the state as “at-risk,” and according to Beaufort County School District Superintendent Dr. Valerie Truesdale, produced the highest percentage of dropouts in the county. Three years ago, Truesdale selected Mona Lise Dickson, to turn Whale Branch Middle around using TAP as its core strategy. Dickson began leading rigorous implementation of the TAP system, and Principal Matthew Hunt has maintained the same level of dedication. "Our school has gone from an 'at-risk' absolute rating to an ‘average’ absolute rating," said Hunt, "which is astronomical in terms of the amount of change, growth, and student achievement that we've seen." In addition, Whale Branch Middle has received a "5" value-added growth score for the past three school years, signifying far above average results compared to similar schools in South Carolina.

Since the start of implementation in the 2008-09 school year, TAP has made a powerful impact on teacher effectiveness, retention and student achievement at Milem Elementary School in Bryan, Texas, where ninety-four percent of students are eligible for free or reduced-price lunch; nearly 60 percent are limited English speakers; and 86 percent are identified as "at-risk." Even after adding fourth grade in the 2008-09 school year and fifth grade in 2009-10, Milam met state student achievement benchmarks. What's more, Milam exceeded value-added growth targets for both school years compared to similar schools in the state.

Since adopting TAP in the 2005-06 school year, Audelia Creek Elementary — where 81 percent of the students are economically disadvantaged — has been transformed into a stable, stimulating learning environment yielding high achievement for students and teachers alike. Before TAP, Audelia Creek was barely clinging to an "academically acceptable" state rating, largely due to a poor teacher retention rate of 33 percent. Strengthening teacher skills and collaborating as a team with TAP has helped turn the school around. In every year of TAP implementation, Audelia Creek has received the highest "value added" score of "5," indicating "far above average" results compared to its peers in the state.

Since adopting TAP in the 2003-04 school year, Hazel Park/Hilda Knoff Elementary — where roughly 75 percent of the diverse student body is eligible for free or reduced-price lunch — has strengthened the collaboration and effectiveness of its faculty and demonstrated steady increases in student achievement. The school increased its state school performance score (SPS) from 87.6 in the 2002-03 year before TAP to 107.7 by 2007-08, earning the ranking of top non-magnet elementary school in Jefferson Parish. In addition, Hazel Park/Hilda Knoff received the highest value-added score of “5” — measuring how much students learn from year to year. This means that the school showed “far above average” achievement gains compared to similar schools throughout the state.

Since adopting the Teacher Advancement Program (TAP)™ in 2004, Forest Hill Elementary — a rural Title I school in Louisiana's Rapides Parish — has been transformed into a vibrant, collaborative learning environment where teachers are continually learning new strategies to meet the needs of its student population. In turn, they are reaping student achievement gains: Forest Hill's School Performance Score jumped from 105.2 to 114.7 after its first year of TAP, and to 124.5 in the 2005-06 school year — the largest growth in the parish. In 2006, the school was selected as one of Louisiana's two Title I Distinguished Schools of the Year. In February 2008, Forest Hill was named the top high-poverty school in Louisiana.