Although there is a great deal of interest in the concept of literacy coaching in the wake of the No Child Left Behind legislation, and a number of programs exist that incorporate this technique, there has been little reliable research done on the impact of literacy coaches on student achievement. Currently, the information that is available related to literacy coaching is anecdotal or descriptive, and it often focuses on elementary school programs. Few, if any, studies of literacy coaching exist, and almost no empirical evidence of literacy coaching's impact on student achievement is available, although a few studies are underway or planned for the near future. While it can be said that available information supports the usefulness of literacy coaching, this lack of evidence precludes claiming that research validates literacy coaching as a proven technique for improving student achievement. However, there is considerable research that supports systematic professional development, of which literacy coaching is a type, as a means to improve teacher effectiveness. The annotated bibliography presented contains available research reports on literacy coaching, both from the standpoint of student achievement resulting from literacy coaching programs, and from the standpoint of program implementation. The results of this search are divided into resources specific to high schools, more general resources, and web resources. This paper is a response to a request asking for information regarding the impact of literacy coaches on high school student achievement.