Empirical Education Inc. conducted a quasi-experiment investigating the impact of the Alabama Math, Science, Technology Initiative (AMSTI) training. The study compared classes of fully-trained AMSTI teachers to classes taught by teachers with no AMSTI training within the same schools. The outcome measure was the ACT Aspire in math, science, and reading from spring 2017. In the current study, we compared student achievement for classes of fully-trained AMSTI teachers to classes of teachers with no AMSTI training within the same school. The study used data from the state student information system, aggregated at the class level, including 2016-17 demographic data and spring 2017 ACT Aspire outcomes, as well as training records from the AMSTI database. This report describes the research questions addressed, the research methodology used, the data that was collected from the state, the results of the study, and potential areas for improvement and follow-on research.