The purpose of the present study was to examine the effectiveness of Ramp Up to Advanced Literacy, an unbundled Comprehensive School Reform (CSR) model, on the reading achievement of ninth grade students in a large urban school district in Kentucky. Using a pre- and posttest impact evaluation design, data from participating and non-participating schools and students were compared. The posttest data were derived from 9th grade scores of 12 Ramp Up high schools and 9 comparison high schools. Pretest data were derived from these students' grade 7 and grade 8 scores. Comparisons were schools not using Ramp Up as their literacy intervention and only providing the regular instruction in English. The data at the school level were analyzed using descriptive statistics. Individual student data were analyzed using inferential statistics. An overview of the current literature on secondary school reading is also presented. (Contains 7 tables and 1 figure.)