Abstract
In 1997 Lindamood-Bell Learning Processes partnered with Pueblo School District 60 (PSD60) in Pueblo, Colorado to implement a theoretically based program to improve low reading achievement on the Colorado Student Assessment Program (CSAP).  PSD60 is an urban district with large percentages of minority enrollment and Title I schools.  Program intervention was implemented generally following the Comprehensive School Reform model (Borman, Hewes, Overman, and Brown, 2003).  This study focused on grades 3, 4, and 5 in which CSAP testing was conducted most years from 1997-2003.  A series of repeated measures analyses of covariance, controlling for school size, minority student percentage, SES, and number of years a school was involved in the intervention were conducted between PSD60 schools and the statewide CSAP average.   In both overall and Title 1 school analyses, statistically significant and increasing gains favoring the intervention were found.  Both practical and theoretical implications are discussed.