Monitoring the learning progress of at-risk students positively affects learning growth. This study transfers the approach of learning progress assessment (LPA) to general education in Germany and investigates the effects of information about reading progress and additional teacher training on student achievement. Classes (n = 43) were assigned to either an LPA group with teacher training (LPA-T), an LPA-only group, or a standardized achievement test group. Teachers in all groups obtained information about students' reading status. Teachers in both LPA groups obtained additional information about students' reading progress, and LPA-T teachers were additionally trained to use the learning progress information for instructional decisions. Students in both LPA groups showed higher reading growth than students in the standardized achievement test group, but the effect size was small. No effects were found for the teacher training. Teachers rated LPA as easy to administer in general education.