This study aimed to investigate the potential of the Accelerated Reader (AR) program to positively impact student scores on the English-Language Arts California Standards Test (CST). The degree of attention placed on student reading achievement and improvement in high-stakes student standardized test scores in the state of California, as well as the rest of the country, requires an examination of this potential relationship. The results of such an examination can help teachers determine how to best use their resources. Previously published studies have attempted to determine the relationship between the AR program and student achievement. The results have been mixed. This study used eighth grade student data collected from the AR program over one school year, and compared the data to the same students' "Reading Comprehension" and "Literary Analysis" reporting clusters on the English-Language Arts CST scores.