With the passage of the Reading Excellence Act, states and their schools have increasingly emphasized the implementation of research-based literacy interventions, and both parties are eager to know the effectiveness of their efforts. However, the evaluation of the impact of any reform is complicated by the presence of other types of interventions that concurrently exist in schools. Using two sequential OLS regression models, this study examined the impact of literacy programs funded by Indiana's Early Literacy Grant Intervention Program (ELIGP) on schools' standardized test scores and rates of retention and special education referral. In each model, blocks of variables pertaining to school characteristics, professional development, parent involvement, and instructional program features (extracted using factor analysis) were added sequentially, and their effects on the three outcome variables were estimated. The two models differed in that the first included categories of ELIGP funding, whereas the second included the type of research-based intervention without regard to source of funding. The final models were similar in terms of coefficient values as well as predicted variance, with some exceptions. The presence of Literacy Collaborative, First Steps, and Success for All in schools, regardless of funding source, were all associated with lower special education referral rates,and Success for All was, in addition, negatively associated with retention rates. Although the impact of Reading Recovery was more complicated, it appeared to be associated with lower retention rates when the program was sustained over time. These findings suggest that research-based literacy programs, including those funded by ELIGP and other sources, enhance student outcomes even after controlling for effects of other interventions. Contains 1 figure, 7 tables of data, 16 references, and an appendix of supplementary analysis. (Author/SR)