As districts across the country search for ways to turn around their lowest-performing schools, a growing number are partnering with external providers--often charter operators--to implement "restarts." These providers receive operational autonomy and bring their own approach to schooling, positioning them to implement deep and meaningful changes. The school continues to serve the same community, and the provider contractually commits to raising student performance outcomes. Restarts are appealing, but do they deliver on their promise? This report draws on data from four restarts in Indianapolis Public Schools (IPS) to identify successes and lessons learned for the field. The report analyzes how enrollment, demographic, and student performance data changed at the restarts over time, and how those changes compared to other low-performing IPS schools in which the district was making significant improvement efforts. The research team also interviewed representatives from the district, restart operators, and The Mind Trust, a local education organization that played a key role in developing the Innovation Schools framework under which restarts operate. These interviews furthered the research team's understanding of the processes, challenges, and opportunities that restarts offer.