The intent of this investigation was to examine the Kaplan K-12 program in an intervention process and identify the determinants that contributed to the void in performance in English language arts in Grade 3. As such, the researcher selected the Kaplan K-12 intervention program to shrink the void in performance in the English language arts within the selected grade. The students selected to be in the intervention program are predominantly from a high-poverty, low-income neighborhood in the Bronx, New York City. Also, most of them are from Spanish-speaking homes in which the parents and guardians are unable to assist their children with homework and other schoolbased activities. This pattern of underperformance was evident at the research site because of ongoing data analysis that highlighted this problem. At the research site, whenever students are not on grade level, the data pertaining to the area they are struggling in is analyzed. The selected students are identified and placed in a response to intervention program that matches their need. Here, they receive instruction by certified staff daily for a specified duration as recommended by school administrators. The response to intervention teachers select the intervention program that fits the need of the students they have been assigned to. This gives the child an opportunity to make the growth they need; however, some still fail to make enough progress to keep them at grade level. To support these students, the researcher identified a grade that would benefit from added intervention so that these learners can make enough growth to put them on level with their peers. [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.]