An evaluation was conducted to determine if there were any statistically significant, educationally meaningful, and longitudinally consistent effects on student achievement of the Ten Schools Program (TSP) after controlling for the effects of socioeconomic status and level of English proficiency. The TSP was designed to improve the academic achievement of minority students in 10 selected schools with 60% or more black student enrollment and the lowest academic achievement through implementation of effective research-based strategies to meet the specific needs of minority students. The analysis of 4 years of student achievement data for TSP schools and comparison schools and a review of 8 years of achievement data for four cohorts from grades 1 to 5 show that, after adjusting for socioeconomic status and level of English proficiency, the TSP students scored significantly higher than comparison students on two types of achievement test. The differences were statistically significant, educationally meaningful, and longitudinally consistent over time. This was true for all grades and subject areas. Findings clearly demonstrate the positive influence of the TSP on student achievement. Four appendixes contain tables and figures containing standardized test results. (Contains 13 tables, 12 figures, 19 references.) (SLD)