All students from grades 3 through 8 were tested in the fall, winter, and spring of 2009 on passage reading fluency (PRF) measures from easyCBM [R]. Student characteristics were analyzed for influence on reading growth. The results showed the negative effects from being a male or a student of color, coming from an economically disadvantaged environment, and receiving either special education or Title I services. Student characteristics influenced both intercept and slope, with the models occasionally revealing overall effects. Nevertheless, the patterns changed considerably over grades in the relation between intercept and slope as well as the values for student characteristics.