State and school district leaders in Wisconsin are interested in improving education outcomes among Black students across the state. To achieve this goal, the Wisconsin Department of Public Instruction encourages schools to implement culturally responsive practices, which prior research suggests are related to improvements in outcomes among racial/ethnic minority students, and supports a professional development program on those practices called Building Culturally Responsive Systems. The department and other stakeholders in Wisconsin have asked for more comprehensive information about schools' participation in the program. Using data from the 2012/13-2018/19 school years, this study examined the percentage of schools statewide that participated in the program, differences in the characteristics of schools that participated in the program and of schools that did not participate, implementation of culturally responsive practices among schools that participated in the program and schools that did not participate, and the relationship between participation and school-level academic and behavior outcomes. The study found that 4 percent of schools across the state participated in the program (meaning that teachers and administrators from the school attended at least one of the program's five sessions). Schools that participated in the program had a larger average enrollment, were more likely to be eligible for Title I funds, and were more often located in cities and suburbs compared with schools that did not participate, but there was no meaningful difference between the two school groups in the percentage of Black students (the difference was less than 5 percentage points). About 17 percent of schools that participated in the program reported implementing culturally responsive practices in reading instruction compared with 28 percent of schools that did not participate. Program participation was not meaningfully related to a school's "closing gaps scores" for English language arts or math, attendance rate, suspension rate, or expulsion rate one year, two years, or three years later, after school characteristics and pre-program academic and behavior measures were accounted for. The small number of schools that reported implementing culturally responsive practices might be a factor in this result. [For the full report, see ED614050. For the Study Snapshot, see ED614051. For the appendixes, see ED614053.]