The current study will examine possible contextual effects relative to differences in reading comprehension performance in the state of Florida. While the Reading First (RF) Impact study examined such difference using a regression discontinuity design, the authors are primarily interested in other analytic methods that might answer different questions relative to effectiveness. Using schools and aggregate district level data, the authors will study the extent to which Reading First funded schools improved reading comprehension scores on both a normed and criterion referenced tests more strongly than non-Reading First funded schools. Findings will be determined in the future.