Future Forward (FF) is an early primary program that leverages both one-on-one tutoring and parent engagement to develop the literacy skills of struggling readers. In 2010, FF was awarded an i3 grant, under the name of SPARK, to develop and test its impact in seven Milwaukee Public Schools primarily serving low-income Black and Latinx students. In the fall of 2013, 576 kindergarten, first, and second grade students across seven struggling, low-income elementary schools primarily serving students of color were assigned to receive two years of FF literacy or BAU reading instruction. Two hundred eighty six students were randomly assigned to receive two years of FF and 290 to receive business-as-usual (BAU) reading instruction. Assignment was done within grade levels within schools. Nearly all students were either Black or Latinx and eligible for free or reduced-priced lunch. The results showed positive impacts on literacy development, reading achievement, and school attendance (Jones & Christian, 2020). Implementation was strong, with 96% of participants receiving the full amount of intended tutoring (> 90 sessions) and 98% receiving the full amount of family engagement (> 12 successful home contacts). The current study follows the educational development (reading achievement, attendance, and special education placement) of study participants, as assigned in the fall of 2013, five years past their participation (2020). Thus, this follow-up study applies an intent to treat approach for testing the sustained impact of FF, including all assigned participants regardless of the amount of programming they received. Methods: Participants remaining in follow-up analyses: Follow-up analyses included between 157 and 205 FF participants and 150 and 185 BAU students (Figure 1). Regarding reading achievement, the study has an 80% likelihood of detecting a standardized effect of between 0.20 and 0.22. Regarding attendance (absences), the study has an 80% likelihood of detecting a standardized effect of between 0.26 and 0.28. Over the course of the five follow-up years from 2016 to 2020, overall attrition ranged from 32.3% to 46.7% (Figure 2). Modeling: General linear models (GLM) with robust standard errors were used to estimate the impact of assignment to FF on spring 2016, spring 2017, spring 2018, spring 2019, and winter 2020 reading achievement and attendance. 2020 special education enrollment was predicted using logistic regression. Reading achievement and attendance (absences) were modeled using the following equation: where is the outcome (Star, or attendance) for the i[superscript th] student; is the intercept; is the impact of FF; is an indicator for FF participation; The logistic regression model predicting (the probability of a student i having an IEP in 2020), includes the same predictor variables. Results: Reading achievement: Table 1 presents unadjusted follow-up Star Reading scores. Correlations between baseline and follow-up achievement measures are presented in Table 2. The results of statistical analyses of standardized Star Reading assessment results suggest FF continued to impact the reading achievement of students well past their involvement in the program (Table 3). The effect ranged from 0.15 standard deviations in 2016 to 0.12 in 2020. The results show that former FF participants continued to score higher on the school district's benchmark Star Reading assessment after the i3-funded study and program ended. The sustained impact of FF was equivalent to approximately 1/3 year of reading development according to national norms, and 1/2 year according to local norms. FF had the strongest sustained impact on students who started the study with more developed reading skills. "More developed skills" is a relative term though. Within MPS, where only 10.6% of Black students and 19.2% of Latinx students are proficient in reading, these students still entered the study with significant needs for literacy supports. Attendance: Table 4 presents the unadjusted number of absences for study participants from 2017 to 2020. Correlations suggest weak relationships between baseline measures of literacy and follow-up school absences (Table 5). The results of statistical models predicting absences each year after FF suggest FF students continued to be absent from school less often. These differences however were not statistically significant (Table 6). Although former FF participants demonstrated better school attendance every year past their participation, none of these effects were statistically significant. Special Education Placement: -1.21, SE = 0.479, p = 0.012). FF students had about 30% the odds (Exp(B) = 0.298) of being placed in special education than BAU students. Conclusions: This study provides strong evidence of a FF sustained effect. This is unique among literacy programs. Typically, impacts dissipate quickly after participation ends. After a program, students are subjected to the same in and out-of-school processes that resulted in their delayed literacy development (Shanahan & Barr, 1995; Jones, Reeves, & Rainey, 2020). Through a family-school-community partnership approach, FF attempts to develop support systems around students that continue beyond their participation. These findings validate this approach. Although the results of this study are positive, it is important to put the impact of FF in the context of a school system that is failing students of color. Although FF had a large sustained impact on reading achievement, former FF participants were still reading several years below grade level by middle school. So while the impact of FF is real, it must be a part of larger efforts in educational resource redistribution to earnestly provide what is owed to students and families (Ladson-Billings, 2006). While it can certainly be part of a solution for addressing that debt, it cannot be the primary method for doing so. As long as the schools serving students of color remain largely "organized to stagnate" with low educator retention (Jones, Reeves, & Rainey, 2021), ineffective instruction (Shanahan & Barr, 1995), and a weak professional culture (Jones, Reeves, & Rainey, 2020), the potential of FF for impacting the lives of students will be remain marginal.