This paper presents a family of studies associated with a large-scale evaluation conducted to assess the impact of research-based models and promising strategies on non-cognitive and cognitive school indicators. In a partnership between community-based organizations and a large urban public school district, project SHIELD provided services to at-risk students. The theory of educational accountability and violence prevention framed this research project. Data from the selected programs revealed that effects of project SHIELD were generally small, but favorable on attendance, tardiness, and disciplinary measures; however, none of the interventions had an impact on academic performance as measured using GPA. Higher dosage of interventions were generally associated with more positive effects on non-cognitive measures. Implications for practice and future research are discussed. An appendix contains 5 data tables. (Contains 31 references.) (Author)