The Total School Cluster Grouping model has been shown to improve student achievement and positively influence teacher practices. Previous research has shown that over time, more students are identified as high-achieving and fewer students identified as low-achieving. Nine urban elementary schools comprised the matched-comparison sample. Extant achievement data were analyzed using descriptive statistics and repeated measures to examine how TSCG affected student identification and achievement scores after first year of implementation. Results showed improvement in math scores in most treatment schools and an increase in the number of low-income and minority students identified as high-achieving.