For Math, the performance of students in different configurations of the Technology Model School program was consistently higher than in the control schools.  That was not the case for Reading/Language Arts.

We examined whether or not the TMS program was helpful to students from low-income, Title I-eligible backgrounds.  For Math achievement, the estimate for the two-year treatment group (TIS both years) and the control and treatment group (TIS 2nd year only) is higher than for the control group (no TIS either year).  Students eligible for Title I services had higher math achievement in both the one-year and the two-year TMS schools than their counterparts in the control schools.   

For Reading/Language Arts achievement the estimate for one-year treatment/turnkey group (TIS in the first year only) and the control-plus-treatment group  (TIS 2nd year only) is higher than for the control group (no TIS either year).  In two of the three TMS-service delivery groups, there were no statistically significant differences in Reading achievement between students who were and were not eligible for Title-1 assistance.  To that extent, the TMS program may be contributing to closing the achievement gap.