School districts across the United States have increasingly adopted information and communications technology (ICT) in an attempt to improve student achievement across a wide range of educational settings. This paper examines the impacts of Achieve3000, an early literacy program that differentiates non-fiction reading passages based on individual students' Lexile scores. To estimate the causal impact of Achieve3000, the authors randomly assigned the program in 2013-14 in grades 2-5 among 32 elementary schools in the Wake County Public School System (WCPSS). The analytic sample of 32 representative schools includes those that expressed a high level of interest in the program. These schools were sorted on the percentage of students proficient in reading based on 2011-12 End-of-Grade (EOG) data and Achieve3000 was randomly assigned to one school within each ranked pair. Results suggest that Achieve3000 had mixed impacts across the range of outcomes and models. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]