The Alabama Reading Initiative (ARI) addresses literacy and includes a focus on high school students. This research brief summarizes student and teacher outcomes, lessons learned, and other findings from an evaluation of the Alabama Reading Initiative at the secondary school level. Ten primary lessons learned are cited: (1) Be responsive to the different needs of secondary and elementary students and schools: a one-size-fits-all approach will not work; (2) Develop partnerships among teachers, administrators, and schools to create a coherent and well-defined K-12 continuum of reading instruction; (3) Provide secondary teachers and schools with consistent support from specialized staff; (4) Be attentive to local, state, and national policy environments related to reading; (5) Intensive Reading Programs should be available at the secondary level in addition to literacy across curriculum initiatives; (6) Ensure that there is centralized leadership at the beginning, but encourage and support the emergence of local leaders; (7) Coordinate support from district and state administrators; (8) Emphasize the importance of using explicit strategies for increasing comprehension and show how they can be applied in all content areas; (9) Identify students who are most at risk for continued reading difficulties and provide intervention as early as possible; and (10) Use data to inform instructional decisions. Conditions for initiative implementation, caveats, specific school examples and additional resources are included. (Contains 6 endnotes.) [This publication was produced by the National High School Center.]