Ouchi says that Houston and Seattle had impressive results when their school boards and superintendents adopted this approach in the 1990s. The principal of the John Hay Elementary School in Seattle, for instance, controlled only $25,000 of his funds before the change, and $2 million after. The John Hay principal and teachers reorganized the school day, invested in part-time reading and math coaches, and saw math scores go from the 36th to the 62nd percentile and reading scores from the 72nd to the 76th percentile in four years.

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奧奇表示在二十世紀九十年代學校董事會和管理者采用這個方案時，休斯敦和西雅圖都發(fā)生了很大變化。比如西雅圖的約翰-海小學校長在發(fā)生這一變化之前僅僅控制兩萬五千美元資金，而變化發(fā)生之后，他控制兩百萬美元的資金。約翰-海小學的校長和老師重新組織了學校開放日，開辦業(yè)余時間的閱讀和數(shù)學輔導，并且四年之內(nèi)他們的數(shù)學成績從36個百分點上升到62個，閱讀成績從72個百分點上升到76個。