This study investigated data from 5 high schools in West Tennessee. The study examined whether a ninth-grade transition program (i.e., the Ninth-grade Academy) had an effect on student achievement and engagement, which was measured by English I End-of-Course Test Scores, attendance rates, and dropout rates. All of the schools were treatment schools and the relationship was between the schools that had implemented the program. End-of-Course English I test scores and attendance rate data analysis were measured via an analysis of covariance (ANCOVA). Additionally, dropout rate data were analyzed via a chi-square. The findings suggested that after adjusting for initial demographic variables for the treatment schools, the attendance rates and achievement scores were significantly higher in School A than the other schools. Also, the dropout rate for School A was lower than the 4 schools as well. It should be noted that the other underlying variables (i.e., suspensions, absentee rates, low parental involvement, socioeconomic factors, superintendent, principal, and teacher turnover) likely had an impact on the success of the academies. Overall, the Ninth Grade Academy had minimal positive effect on student achievement and engagement in the treatment schools over the 4 years of program implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]