Significance Executive functions (EF) imply processes critical for purposeful, goal-directed behavior. In children, evidence derived from laboratory measures indicates that training can improve EF. However, this hypothesis has never been explicitly examined based on real-world measures, especially of educational achievement. Here, we investigate whether a set of computerized games might yield transfer on low-socioeconomic status otherwise typically developing 6-y-olds in an intervention deployed at their own school. The games elicit transfer of some EF, which cascades to real-world measures of school performance. More importantly, the intervention equalizes academic outcomes across children who regularly attend school and those who do not because of social and familiar circumstances.