The Massachusetts Office of District and School Turnaround (ODST) assists the Commissioner's Districts (the 10 largest districts in the state) and schools within those districts. The assistance focuses on turning around the lowest performing schools in the district while building district capacity to support improvement in other district schools. The three major strategies examined in this study are as follows: (1) District Liaisons. Liaisons include ODST staff members who serve as project managers and coordinate support to the districts, overseeing implementation of the state's strategy for school turnaround; (2) Priority Partners. Partners include external organizations that support turnaround efforts in four areas of support: maximizing learning time; the effective use of data; social, emotional, and health needs; and district systems of support; and (3) School Redesign Grants (SRGs). SRGs are competitive funds that support turnaround efforts in persistently underperforming schools. The first year grants were awarded was 2010-11. American Institutes for Research (AIR) contracted with the Massachusetts Department of Elementary and Secondary Education (Massachusetts ESE) to conduct an evaluation of ODST assistance to Commissioner's Districts and schools. This report summarizes the results from an impact analysis focused on the impact of the SRG receipt. SRGs are provided through federal School Improvement Grant (SIG) funding. Federal guidelines allow states flexibility in how they administer and monitor their distribution of SIG funds. The Massachusetts ESE allocates SIG funds as SRGs through a competitive application process. They commissioned this research to better understand how the process it designed has impacted or has failed to impact schools and how the process might be improved. This report answers the following research question: What is the impact of SRG receipt on student outcomes (e.g., academic achievement and attendance)?" Using a comparative interrupted time series (CITS) design, AIR researchers examined whether, when compared with non-SRG schools and controlling for selected background characteristics, students in SRG schools experienced better academic outcomes and attendance. The results from this evaluation suggest that the disbursement of SIG grants in the process designed by ESE as SRGs have consistently positive effects on student academic achievement, particularly on standardized state assessments. Moreover, these results are generally robust across districts and school levels, and they are particularly strong for students who are ELLs.