The purpose of this study was to analyze the impact on student performance due to participation in the Catapult Learning Intervention program in the Mathematics and Reading services offered in a religious non-public school system in the Northeastern United States from grades K-2. Scaled scores from the NWEA MAP assessments administered at the beginning of the school year in Fall 2023 (pre-test) and at the end of the school year in Spring 2024 (post-test) of students who were eligible for Title I funding were used in the comparative analysis. Analysis of Co-Variance (ANCOVA) was used to explore the difference in the adjusted mean scores of Catapult Learning (CL) Title I enrolled students and students who did not participate in the CL intervention programs, after controlling for the initial score of the students. The effect sizes were also calculated to determine the level of impact of the program services on student outcomes. Additionally, the differences in student outcomes based on the duration of participation in the Catapult Learning Title intervention programs through Title I were examined. Results showed that the students eligible for Title I funding, who scored at the 60th percentile or below on their pretests, and participated in the CL intervention program through Title I funding had higher average scaled (RIT) scores in Math posttest than students who did not participate, when controlling for their pretest achievement. Title I eligible students from the K-2 grade level participating in the program who scored 60th percentile or below on their pretests and who met the recommended attendance thresholds, also had higher average Spring (post-test) test overall scaled (RIT) scores than their peers who did not participate in the intervention program in both Math and Reading, when controlling for the student pretest achievement. These results highlight the role of Catapult Learning's intervention programs on the outcomes of students in the Math and Reading standardized assessments. The study also provides direction on the relationship between student attendance and achievement.