The study examined whether the Chicago Public Schools' Teacher Advancement Program (TAP), which provides mentoring, leadership opportunities, and financial incentives to teachers, improved student academic achievement and teacher retention. The study examined the academic achievement of more than 7,600 students in grades 4-8 from 34 schools in the Chicago Public School system. Implementation was staggered across all schools, with the schools randomly assigned to implement later serving as the comparison group for the analysis. The analysis of teacher retention was based on a matched sample of over 2,600 teachers in Chicago TAP and conventional public schools. The study reported that Chicago TAP did not have a statistically significant effect on student achievement in math, reading, and science, as measured by the Illinois Standards Achievement Test. The study reported some evidence of statistically significant positive impacts on teacher retention measured one, two, and three years after implementation of Chicago TAP for teachers in schools that were first to implement the program. This study used a randomized controlled trial to determine the effect of Chicago TAP on student achievement scores. However, the authors did not clearly document student attrition or establish baseline equivalence of students. Similarly, the analysis of teacher retention is based on a quasi-experimental matching design where the authors did not clearly establish baseline equivalence of treatment and comparison groups. A more thorough review (forthcoming) will determine whether the student achievement analysis "meets WWC evidence standards" and whether the teacher retention analysis "meets WWC evidence standards with reservations." [The following study is reviewed in this What Works Clearinghouse Quick Review: "An Evaluation of the Chicago Teacher Advancement Program (Chicago TAP) after Four Years. Final Report" (ED530098).]