The purpose of this study was to conduct a program evaluation of a school district's Reading Recovery program. This quantitative study involved analysis of extant student reading achievement data from the first grade Phonological Awareness and Literacy Screener (PALS) and third grade Virginia Standards of Learning (SOL) assessments.. Participants included first grade students during the 2010-11 and 2011-12 school years. The evaluation questions were designed to assess the Reading Recovery program aim of raising the reading performance of successfully discontinued Reading Recovery students to the average level of their grade level peers. The average PALS scores and pass rates for successfully discontinued Reading Recovery students were substantially lower than the average scores and pass rates of their non-Reading Recovery peers. The p values indicate a significant difference (p <0.01) in the pass rates favoring the non-Reading Recovery students. The average SOL scores and pass rates for successfully discontinued Reading Recovery students were substantially lower than the average scores and pass rates of their non-Reading Recovery peers. The p values indicate a significant difference (p <0.05) in the pass rates favoring the non-Reading Recovery students. Students who did not receive Reading Recovery were associated with significantly higher average SOL scores than students who received the Reading Recovery intervention. Recommendations for further study on the cost effectiveness of the Reading Recovery intervention are included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]