Over the past twenty years, efforts to turn around low-performing schools have increasingly become a central component of federal and state education policy agendas. The purpose of the study was to evaluate the impact of the Wraparound Zones Initiative (WAZ), a program supported by the Massachusetts Department of Elementary and Secondary Education (ESE), on student outcomes including achievement, attendance, retention, and suspension. The study was conducted as part of a multi-year mixed-methods, formative and summative evaluation of WAZ that ESE commissioned from American Institutes for Research (AIR). The setting consisted of districts and schools in Massachusetts that had been identified by the state as chronically underperforming and in need of state intervention. The sample for this study was drawn from students in Cohort 1 and Cohort 2 WAZ schools serving elementary and/or middle grades, plus students in a set of matched non-WAZ comparison schools. The WAZ Initiative is designed to create coordinated district systems that allow schools to proactively and systematically address students' nonacademic needs. Comparative interrupted time series (CITS) design was used to measure the impact of receiving a WAZ grant on student outcomes, including student achievement, attendance, retention, and suspension. Overall, students in WAZ schools performed better on the Massachusetts Comprehensive Assessment System (MCAS) English language arts (ELA) and mathematics assessments as compared with students in comparison schools, when considering prior achievement trends. Effects were statistically significant after the second and third years of WAZ implementation for ELA, and after the second year for mathematics. This research study is significant in that it demonstrates that a program focused on student support and social-emotional learning can have an impact on student achievement, and can be an integral component of overall school turnaround strategy.