The 4Rs Program (Reading, Writing, Respect and Resolution) is a "dual focus" whole school universal intervention designed to promote literacy development and social-emotional learning, that is currently being rigorously evaluated using a school-randomized trial of 18 elementary schools (9 intervention, 9 control) in New York City. The present study aims to estimate the impact of a social-learning and literacy development intervention (4Rs) on highly policy-relevant academic achievement outcomes using administrative data on children from multiple cohorts. In addition, it attempts to discuss the ways in which whole-school analyses using administrative data can complement cohort-specific analysis and inform efforts to improve the experiences of children in schools. The sample includes all 1st through 5th grade children who were present in the 18 study schools in October of 2004 (N=7299). Preliminary findings suggest that the use of administrative data to evaluate whole-school reform efforts has the possibility of complementing high-cost developmental and survey data. Implications for what this type of analysis strategy can bring to the field of prevention science, including the cost-quality tradeoff and how to marry quality administrative data with a whole-school experimental approach to whole-school reform will be discussed. (Contains 1 table.)