The study explores the effectiveness of the Reading Success Academy on the reading achievement of the selected group of ninth-grade students in a comprehensive high school. We examine in what ways the Reading Success Academy may improve the reading proficiency rates and amount of reading growth of ninth-grade students. The results indicate that the implemented Reading Success Academy intervention was not found to be effective in increasing the reading achievement levels of the selected students at the target high school. Statistical analysis revealed that there was no significant increase in student reading achievement and reading growth between the treatment and control groups. Recommendations include the sample size of participants should expand to 50 participants and the length of the intervention to 16 weeks. Some of the selected students did not respond to initial teacher instructions and struggled to acquire reading skills that were needed to perform at a proficient level as measured by standardized testing. Recommendations include curricula should include explicit, systematic instruction approaches that are effective for students that need additional instruction in reading skills that bring them on grade level.