NCLB policies in the United States focus schools’ efforts on implementing effective instructional processes to improve student outcomes. This study looks more specifically at how schools are perceived to be implementing state required curricula and benchmarks and developing teaching and learning processes that support the teaching of state standards and influence student learning. This longitudinal, multilevel study focuses on how the implementation of standards-based learning and monitoring of student progress affects students’ likelihood to attain proficiency in math over time. All 5th-grade students enrolled in a western United States public school district who attended the same school in both 3rd- and 5th-grades and had complete 3rd- and 5th-grade test results for mathematics (11,345 students, 79% of all Grade 5 students, in 172 schools). A multilevel value-added model (hierarchical logistic regression) was used to estimate the extent to which school processes influenced math outcomes at single and at multiple points in time. The results of this study identify effective schools and practices and illustrate the relationship between schools’ academic organization and students’ growth; they show that organizational processes do impact student learning over schools’ contextual features. The quality of schools’ implementation of the required Standards Based Learning curriculum is strongly related to students’ likelihood to be proficient in math. Implications for practice: Build human and social capital by focusing on school process variables for school improvement. Because school leaders have relatively greater control over organizational processes, they can proactively focus on identifying needs, providing staff professional development and follow-up support, and implementing and evaluating changes. Growth models and case studies may provide more information about learner outcomes in math over time.