The Problem with Success

As I reflect on my practices in my ongoing search for an Action Research project for the year I have come across a problem; success. The school I teach at has the triple whammy of bad demographics; low preforming students, economically challenged families (we are a title 1 school,) and culture and language issues. Due to our history of low test scores we were taken over by the fed last year and placed in the process of 'restructuring' our school. What does that mean exactly? It means that all of our title 1 monies were stripped from our school (an excess of $300,000) and given to a private corporation called Edison Education. For this money we get four part time employees who work from 10 to 30 hours a week, who walk through our rooms and say... "hmmm could you have done X instead?"
I joined this school in the middle of last year after previous teachers were removed from the room due to the inability to reach the very difficult group of kids. The first teacher retired after a couple of weeks and the last was removed after nearly laying hands on one of the most disrespectful young people I have ever worked with. He is from a small island in the South Pacific, his family doesn't understand school and he was born with fetal alcohol syndrome.
Being that I took over a class in total free fall, the administration as well as the people from Edison Education stayed away from my room. As long as it wasn't burning everything was fine with all of them. I don't know that they noticed, but my scores jumped up quickly and the onslaught of referrals and detentions stopped. I brought a sense of math fun and wonder to the room and the students responded. In a mere two months I caught my group of 140 up with the two other 6th grade houses; as evidence our monthly test scores went from an average 20% points below the second place class to coming in second.
Edison had forced curriculum changes and pacing guides on the school which was a wake up call for the older teachers and a positive change in the overall focus of the school. For the school to survive we had to strive for excellence from our students. For this Edison was correct. However, no teachers were replaced, the Administration (an excellent one by the way) was unchanged, the same dedicated professionals that had been there for a decade were teaching the same kids they always had. The only change was that they taught with a fire under their asses... a fire burning hot with one goal, jump these kids scores and get Edison out of our school!
Then a wonderful thing happened, we as an entire school saw an end of the year jump in overall math scores on our state exams of 23%. We jumped from among the worst schools in the state at 17% math proficiency to the middle of the state with 40% proficient for the year, the single biggest jump in the state. Reading scores jumping an impressive 9% as well. ***
Before you go and give Edison Education Credit... they preach the same exact things at a dozen other schools in Hawaii and have for several years without change, it is the same exact mantra from school to school, but our school moved the scores, our staff moved these scores.
So I shouldn't have been surprised when on the second day of school, the State Superintendent, Complex Superintendent, two Department of Education bureaucrats, Edison people and my administration were all walking into all of our rooms to see what we were up to. In the first five days of school I had seven random groups parade through my room unannounced. Clip boards in hand, they walk through my room like scientists watching the lab rat as he scurries through his maze.
So here is my dilemma... I did absolutely none of the things Edison forced the other teachers to do... none! My scores climbed higher than my fellow math teachers and did it in half the time... I actually do the direct opposite of what the corporate teacher leaders are suggesting. I fundamentally disagree with their entire premise.
Was the school successful? Absolutely.
Did scores school wide go up? Absolutely.
Did Edison change my practices at all? No.
So my question is this... do I allow them to change my teaching when, not only do I know in my heart it is correct, but the direct empirical evidence supports it as well? That given a year of my teaching style, combined with a fresh start of kids who have not already been jaded and scared by the previous teachers, there is no limit to how far I can take this group?
What do I do? They love my outcomes, they just want me to change the way I get them.