Value-added models, which rate schools for effectiveness while taking into account the poverty and other socioeconomic status of the students, are generating increased interest. This paper describes the use of one such model to evaluate whether school ratings changed when three new programs were introduced: the "Target Teach" curriculum alignment, direct instruction, and the SAGE class-size reduction. Average ratings for the schools introducing curriculum alignment and direct instruction underwent statistically significant increases. Those implementing the SAGE class-size reduction did not. The paper discusses possible reasons for the findings and the strengths and limitations of this approach to program evaluation. (Contains 1 figure, 6 tables and 14 endnotes.)