The test is in the spring, but the preparation begins sooner. "We start on the first day," said Cox, a fourth-grade teacher at Plantation Elementary. "It's my choice to prepare them. If they're familiar with the format of the test, then they tend to do better."

Only 12 other schools in the state were recognized, with Erath Middle the only other Acadiana school recognized.

At Plantation about 33 percent of students are considered economically disadvantaged, while the district average is 50.5 percent and the state average is 61.5 percent, according to the report.

Fourth grade reading and math proficiency scores at the school in 2005 were both 87.6 percent, more than 10 points above the district scores, according to the report.

Principal Kay Marix credited her staff and parents with helping the school improve test scores of all students.  "They're very good at looking at test data, making predictions and doing what it takes to get the job done," Marix said of her teachers' instruction. "We're also very fortunate because we have very supportive parents. I think that teamwork is what makes it happen."

Two years ago, Plantation Elementary's student population increased by 60 with the closure of Vermilion Elementary in compliance with the district's desegregation lawsuit.

"We've had students from different areas join our school - with those students come very supportive parents who are sincerely concerned about their children's education and do their part - without that support we couldn't' achieve as much," she said.

Parents help raise funds that are used to equip the school's classrooms with books and extra computers, said Angie Hays, parent of second-grader Tyler Hays. Hays also is involved with the school's Parent Teacher Organization.

Hays said she thinks her volunteerism in the school helps her children perform better, but said the extra adult interaction likely helps other students, as well.

"We go into the classroom and interact with those who don't have their parent here, so it's not just my child who is benefiting," Hays said. "All the kids get to know all these faces of parents who come to help out. I think it has a positive impact. It encourages them to do their work and listen to the teacher."

In an effort to improve instruction, teachers in the district have access to subject-by-subject analysis of a student's performance based on prior tests, said Phyllis Bartlett, director of accountability for the district.

"It pinpoints for the teacher which student may need remediation and guide the instruction," Bartlett said.

Those students who need more help with reading skills spend 30 minutes a day, four days a week in reading lab.

"We're giving extra reading time in a small group setting to those who need it," said Liz Guidry, a reading tutor. "Just that amount of time here in a small group setting helps a lot."