The Lyceum, implemented by Guilford County Schools (GCS), was an arts education program designed to promote arts integration for all GCS students and exposure to Entertainment Arts & Technology for students at Penn-Griffin School for the Arts. The Lyceum impact evaluation used a quasi-experimental design (QED) to examine the effect of Entertainment Arts & Technology and group or private lessons on academic achievement. The study examined outcomes for students in school years 2020-21, 2021-22, and 2022-23. Outcomes for Lyceum (treatment) students were compared to students from the same schools who did not participate in group or private lessons or in the Entertainment Arts & Technology curriculum offered during the three school years (comparison). Regression analysis was conducted in ELA and math for three academic year cohorts of implementation. There were significant differences in ELA achievement between treatment and comparison students only within Cohort One. Results indicated that comparison students had higher scale scores than treatment students. Additional significant results were found with respect to minority group status and gender with girls outscoring boys and with nonminority students outscoring minorities. There were no significant differences in ELA achievement in Cohorts 2 and 3. There were no significant differences in math for any of the three cohorts. Our second research question included regression analyses comparing district data for four subgroup populations in ELA and math. In two years (2022 & 2023), district implementation of arts integration resulted in a smaller decrease in score for English learners when compared to four other districts for math end-of-grade test scores. In 2023, Guilford reported higher mean scores than the comparison districts. In two analyses from 2023, the Lyceum students scored lower than the comparison districts for black students and English learners on end-of-grade ELA scores. The third research question compared our treatment schools to the district ELA and math averages. In all years, comparing baseline and outcome years, only the participating high school exceeded the mean proficiency levels in both subjects. Given the delay in launching the Entertainment Arts & Technology courses in the studio space and the interruptions due to the pandemic, additional data collection and analyses could confirm or expand the impact of arts integration on all district student academic outcomes and for those participating in Entertainment Arts & Technology. While we did find some statistically significant results in our three studies, results should be interpreted cautiously given our small sample size and limited time and intensity of the intervention. [This report was prepared for the Guildford County Schools.]