In 2010-2011, the Houston Independent School District (HISD) launched the Apollo 20 Program in four high schools and five middle schools in the district as a "turnaround" initiative with an emphasis on improving student performance in math. The key strategies of the turnaround initiative included having effective principals and effective teachers on the campus, more instructional time, using data to drive instruction, creating a campus culture of high expectations, and providing in--school tutoring. The tutoring was implemented using "fellows" with a ratio of approximately two students to one fellow. In 2011-2012, the program expanded to 11 elementary schools and added a reading component in one of the middle schools. Incentive programs were designed to support the efforts of the fellows, principals, academic program managers, and school support officers of the Apollo 20 campuses. With three years of implementation, the results are mixed as to whether or not the Apollo 20 Incentive Program has any impact on the Apollo 20 Program itself. In general, the total dollar amounts awarded to fellows and principals increased in the second year mostly due to the addition of the elementary campuses. However, the total dollar amounts awarded to fellows and principals decreased in the third year. When analysis is focused on the high school and middle school campuses, there appears to be a decrease in the total amounts awarded to high school fellows and principals, but an increase in total amounts awarded to middle schools.