The purpose of this quantitative study was to provide research in examining the difference in student achievement in reading and math through the quantitative data collection of North Carolina EOG scores for students in third through fifth grade from one high poverty and high performing North Carolina public school district before and after implementation of RtI. The population of this study included all students in the public school system who participated in EOG testing during the 2009-2012 school years in grades 3-5. Data collection was carried out using the North Carolina Department of Public Instruction Testing and Accountability website to acquire North Carolina End of Grade scores for cohort grouped students for school years: 2007-2008, 2008-2009, 2009-2010, 2010-2011, 2011-2012. Each research question had a corresponding null hypothesis. A chi-square analysis was conducted on each of the 6 research questions. All data were analyzed at the .05 level of significance. Findings indicated little difference in student achievement in reading and math EOG scores for students in third through fifth grade before and after district implementation of RtI. [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.]