The overall purpose of this study was to determine the impact of the School Improvement Grant on student achievement in a rural elementary school in Mississippi. In an attempt to decrease the achievement gap that existed among socioeconomically disadvantaged students and their more affluent peers, the United States Department of Education created School Improvement Grants in 2009 (Mississippi Department of Education, 2012a). These grants were awarded to fund school improvement initiatives in the lowest-performing schools across the nation. Billions of dollars were spent to increase student achievement, and there existed a need to determine if this process was effective. In this quantitative study, the researcher analyzed the state assessment scores from one elementary school that received the School Improvement Grant to determine if a significant increase was present after receiving the grant. The Mississippi Curriculum Test 2 scores for language arts and mathematics were used for this purpose. The researcher used scores from the forty-two students who remained at the school and tested all three years of the grant period. A repeated measures ANOVA was computed to analyze the assessment data. The results of the research indicated that a significant increase in the means of the assessment scores for language arts and mathematics occurred during year two of the grant; however, a significant decrease occurred during year three of the grant. The researcher concluded that the School Improvement Grant did have an impact on student achievement in this rural elementary school during the second year of the reform efforts. [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.]