The purpose of this study was to determine the impact a sustained rotational blended learning model on the academic achievement on Title I K-8 elementary school students at a Catholic school in the areas of reading comprehension and mathematics as measured with standardized assessments, the Iowa Test of Basic Skills. In response to the first question, the difference in aggregate for academic achievement in reading and mathematics for those who have participated in blended learning compared to those in a traditional model of instruction. With regard to the second question, the difference in achievement disaggregated for academic achievement in reading and mathematics for those who have participated in blended learning compared to those in a traditional model of instruction. Lastly, the third question addresses what the impact gender, race and ethnicity has had on any observed difference in academic achievement resulting from a sustained rotational blended learning experience, compared to students who participated in a traditional model of instruction. These findings were supported by the literature and the theoretical framework of the study. The study analyzed student achievement scores over three years and presents the findings of the statistical tests. Finally, implications and recommendations were made for further research into blended learning and the impact on various populations. [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.]