The purpose of this study was to examine the impact of Teacher Preparedness, Teacher Practices, and the Availability of Reading Remediation services on adequate yearly progress (AYP) in reading. Since the passage of No Child Left Behind (2001), accountability for school districts has increased dramatically and the standard measure of that accountability has become district demonstration of AYP through the collection of assessment data. A number of studies have investigated the quality of teachers and teaching; however, few studies have tied teacher characteristics and their use of evidence based practices to AYP. This study found significant relationships among the variables Teacher Preparedness, Teacher Practices, the Availability of Reading Remediation and student outcomes as measured by AYP in reading. These relationships were assessed through an analysis of survey responses completed by third grade teachers in a New England state. Survey responses were individually analyzed comparing those public school districts that made AYP to those that did not. Factors embedded within each domain were analyzed using independent t-tests. Logistic regression was conducted to determine the impact of all three domains both as individual entities and when combined on AYP outcomes. Ultimately, it was concluded that districts should employ teachers whose beliefs and preparation reflect evidence based reading practices and that districts should empower those teachers to participate in the development of district policy. [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.]