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Limited Impact is Seen in Sites, but Impact Estimates Were Trending Upward in the Most Recent Year Studied

• Through 2013–2014, the initiative does not appear to have had much of an effect on student achievement or graduation rates. The authors' estimates of impact are small and not statistically significant in the first three or four years after the intervention (with the exception of Memphis City Schools (MCS), which fared significantly worse in the first years). However, impact estimates were increasing in 2013–2014 in many sites.
• In school year 2013–2014, only student performance in lower grades (3 to 8) in math in Pittsburgh Public Schools (PPS) demonstrably improved as a result of the grant activities. This effect is equivalent to approximately two and a half months of learning for math in PPS.
• The positive impact estimates for school year 2013–2014 in PPS and in Hillsborough County Public Schools (HCPS), the most promising effects to date, are smaller than the normal yearly gains in achievement and in comparison to many other school-level interventions.
• The recent upward trajectory in five out of six of the achievement impact estimates suggests that the reforms might be on the way to having a positive effect after a few transition years with little or negative impact.