This study explored whether initial skill moderated outcomes of Promoting Algebra Readiness, a Tier 2 sixth grade mathematics intervention targeting conceptual and procedural knowledge of fractions. The study analyzed data from a quasi-experimental pilot study in which at-risk students (n = 198) were assigned to the treatment or control condition at the school level. Proximal and distal measures of math proficiency were collected in the fall (pretest) and spring (posttest). Analyses examined initial student achievement as a moderator of mathematics outcomes. Results indicated that intervention outcomes were not moderated by initial skill. Implications for tiered mathematics instruction and future mathematics intervention research are discussed. [This paper will be published in "Learning Disability Quarterly."]