This study aimed to examine whether and to what extent the policy of appointing teachers in charge of low-performing students had an impact on student achievement. Given that the study was based on a non-experimental setting with the National Assessment of Educational Achievement, treatment selection bias should be accounted for to estimate an unbiased effect of the policy. To do so, a matching technique was employed in an effort to achieve balance in pretreatment characteristics between the treatment and comparison schools. Once matched pairs of schools were formed, a two-level hierarchical linear model was used to examine the impact of the policy. The outcome measures included reading, English(first foreign language), and mathematics in 2010. Two-level HM analysis results show that, on average, there were no statistical differences between the matched treatment and comparison schools in 2010 NAEA achievement scores. However, random effects were statistically significant in mathematics and English, which signals that some schools implemented an effective program of appointing teachers in charge of low-performing students. Therefore, this study suggests a follow-up study to identify individual schools that effectively implemented the policy and conduct a case-study to examine which important factors result in the success of the policy.