This research study evaluated the effects of the Comprehensive Supports and Improvement (CSI) program on the performance of fifty-six participating schools after one year of school improvement technical assistance. Specifically, it investigated whether the geographic locations of schools, the percentage of inexperienced teachers, and school performance are relevant to overall performance changes and the impact of the program's implementation. This study utilized a quantitative non-experimental research design, analyzing existing performance data from the fifty-six CSI schools. According to the research, the state's CSI school improvement program has successfully improved schools' overall academic performance. The program has demonstrated noteworthy results across geographic locations and teacher experience levels, indicating that its impact is not limited to specific regions or demographics. The study's key findings revealed a significant and positive impact of the state's implementation of the CSI program on overall academic performance for all schools studied after one year of technical assistance. Before the program, 75% of schools were rated as unsatisfactory. After one year of implementing the school improvement program, the percentage decreased to 21.4%. These findings provide valuable insights for policymakers and educational leaders aiming to improve the effectiveness of technical assistance programs. [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.]