This report leverages state educational agency data to explore the association between Alabama Science in Motion (ASIM) implementation and student outcomes. We conducted this study in Alabama to evaluate the potential of teacher implementation of ASIM lab activities to improve high school level student achievement in science. This study follows a correlational design aimed at establishing the statistical association between a single metric of teacher preparation and student outcomes. Unlike experimental and quasi-experimental studies, it does not compare treatment and control groups. It focuses entirely on students exposed to the program (in this case, the implementation of ASIM labs)--and the differences in outcomes among them that can be attributed to the metrics of program implementation--making appropriate adjustments for differences in student and school characteristics and pretest scores. This study addresses the following questions: (1) Is there an association between ASIM implementation and science achievement for students in grade 11?; (2) Does the association of ASIM implementation with student achievement vary across student groups?; and (3) Where can improvement efforts be applied in the ASIM process to produce greater program effectiveness? [This report was funded by the University of Montevallo.]