The purpose of this study was to understand how a school-based personalized learning approach can help improve literacy achievement among middle grades students in a rural area. This study followed two cohorts of schools serving students in grades 6-8 in northeast Tennessee for one year each (2018-19 and 2021-22), to assess student and school performance on English Language Arts assessments, math assessments, and school value-added scores. A randomized controlled trial was utilized for the 2018-19 cohort, and a quasi-experimental design was used for the second cohort. For the 2018-19 cohort, there was no significant impact of the Rural LIFE program on student ELA achievement or school-wide value-added outcomes. Similarly, there was no significant impact of the Rural LIFE program on student ELA achievement in the 2021-22 cohort; however, subgroup analyses found a positive and significant impact of Rural LIFE on student ELA achievement among economically disadvantaged students. In the 2021-22 cohort, there was a significant impact of the Rural LIFE program on student math achievement, and it was robust across all subgroups. A sustainability analysis showed a positive and significant impact of Rural LIFE on school-wide ELA proficiency in 2022 among schools that participated in Rural LIFE in 2018-19 and 2019-20 when compared with schools operating business as usual. The Rural LIFE program was designed to be implemented over two years, but had to be evaluated after one year of implementation. There was not an expectation of significant impact after one year of implementation, as it takes time for the benefits of teacher professional learning to lead to changes in classrooms and ultimately student outcomes. Similarly, it takes time for schools to create a plan and to purchase and receive resources. The findings suggest more time is needed to detect impacts of broad-based and school-wide interventions. Both coaching and personalized learning strategies have potentially positive impacts on student achievement outcomes, measured either at the individual student level or as an average across schools. These components need more evaluation, but they could be used to support schools, students, and teachers in any context. The following are appended: (1) Rural LIFE implementation resources; and (2) impact study supplemental analysis tables. [This report was created by AnLar and prepared for the Niswonger Foundation.]