This program evaluation observed distal educational outcomes, including reading and mathematics test performance, attendance, and disciplinary actions of students at eight elementary and six middle schools that implemented the To Educate All Children (TEACH) model in the Houston Independent School District (HISD) during the 2017-2018 academic year. The model helped teachers build students' self-confidence, while focusing on classroom management strategies, such as de-escalation, conflict resolution, and nonverbal communication. Teachers were provided leadership support, professional development, one-on-one coaching, videos, and tips to improve classroom culture. A total of 186 teachers responded to the Process Survey and 82 teachers completed the End-of-Year Survey. Surveyed teachers consistently indicated strong agreement that the TEACH model has helped them gain students' attention in class, manage behavioral incidents, and keep students focused as they transition between tasks. Survey respondents found that coaching feedback received through TEACH was, particularly, beneficial toward addressing students' specific educational needs. The majority of students at TEACH elementary campuses showed improvements on the combined English and Spanish grades 3-8 reading and mathematics tests from spring 2017 (pretest) to spring 2018 (posttest), relative to the percentage of students who scored at or above the Approaches Grade Level standard. Consistent STAAR campus-level improvements in these areas were not observed at the secondary level. Paired t-test analyses showed gains in the mean attendance rates at 88% of the TEACH elementary campuses, and no gains at secondary campuses with two years of data. There was an overall decline in disciplinary actions at the majority of TEACH elementary and secondary schools over the same time period. More consistent student progress over the past two years at TEACH elementary compared to secondary campuses suggest the need to examine whether all teachers have access to TEACH professional development if the full benefits of the model are to be realized for students at targeted schools. [For the 2016-2017 report, see ED596673.]