"Impact of For-Profit and Nonprofit Management on Student Achievement: The Philadelphia Intervention, 2002-2008" examined whether shifting from traditional district management to management by a for-profit or nonprofit organization improves student achievement. The study analyzed data on six cohorts of elementary and middle school students (2002-03 through 2007-08) in the Philadelphia school district. The study used three approaches to estimate effects on student test scores. For two of the three approaches, the study did not present evidence on test score equivalence at baseline, which is one of the standards used by the What Works Clearinghouse (WWC) to assess validity. This quick review focuses on the approach that presents evidence on baseline test-score equivalence. The more rigorous approach contains two main analyses. The first analysis (referred to below as the "District Comparison Analysis") examined data from six school years and included about 116,000 students. The second analysis (referred to below as the "Matched Comparison Analysis") matched for-profit-managed schools and nonprofit-managed schools to the 30 schools under regular district management that were most similar to them based on prior test scores and student demographic composition. The District Comparison Analysis described in this report is not consistent with WWC evidence standards. The Matched Comparison Analysis described is consistent with WWC evidence standards with reservations. Details of this evaluation are provided herein. [The following study is the focus of this "Quick Review": Peterson, P. E., & Chingos, M. M. (2009). "Impact of for-profit and nonprofit management on student achievement: The Philadelphia intervention 2002-2008" (Working Paper PEPG 09-02). Cambridge, MA: Harvard University, Program on Education Policy and Governance (ED504449).]