The focus of the investigation is on a sixth grade population not performing reading on grade level and not achieving high-stakes test score proficiency causing the school to fail adequate yearly progress (AYP). The lack of reading skills causes the students to repeat grades in middle school and high school. Reading technology instruction is the treatment for the population in the study. The CRT and Interim high-stakes tests required a paired or dependent T test two-tailed. Because the standard deviations were different in each set of tests, the data necessitated a type one test. The T test performed in Excel was two-tailed to check for significance of the data accuracy of the high-stakes tests administered to the population of 60. The T test with a two-tailed test of significance gave a p-value on the CRT tests of 0.03 and 0.01 on the Interim test. Both the CRT and Interim tests are below 0.05 on their p-values in the two-tailed T tests. The tests show that the validated posttest scores T test values are above the pre test scores. Small increases in all testing areas were shown in the data. Allowing students to reach middle school without reading intervention is archaic social promotion. The education of our population must start with proficient grade-level reading. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]