Students who struggle with reading are more likely to do poorly in high school courses and are more likely to leave school before graduation. Students, their families, and educators are interested in improving student reading achievement. Struggling ninth grade readers were the focus of this project study. School leaders desired a formative progress evaluation of the school reading intervention program to determine the effectiveness of the program. The local school reading intervention program included teacher and computer-assisted instruction of reading skills, silent reading, and infrastructure supports of leadership, professional development, and literacy coaching. The conceptual framework for this study is comprised of the components for a successful reading program recommended by a panel of reading experts in their Reading Next report for Carnegie Corporation of New York. The research question addressed the effectiveness of the reading intervention program in improving the comprehension of struggling ninth grade readers. The research design was quasi-experimental, and a regression-discontinuity design (RDD) method was used to analyze the visual and statistical findings from the existing data provided by the school. The results of this study indicated no visual discontinuity at the cutoff and no statistically significant main effect of the reading intervention program. A white paper project provided school leaders with the study findings and four recommendations to improve the program. Implications for positive social change included improved student course performance leading to graduation, opportunities for continuing education, and prospects in the workplace. This study contributes to the literature on high school reading programs. Schools with similar demographics will benefit from the findings and recommendations of this study.