Throughout the past few decades there have been continuous demands to reform education. The federal government has increasingly expanded its role in educational policies. The reauthorization of the Elementary and Secondary Education Act, now entitled No Child Left Behind Act of 2001 (NCLB), and the Individuals with Disabilities Education Improvement Act (IDEA), reauthorized in 2004, reiterated the need to provide effective early intervention for students considered at risk. To fulfill the mandates established by NCLB, the state of Georgia initiated the Early Intervention Program (EIP). The purpose of this study was to determine which model of the EIP, pullout or augmented, was more effective in exiting student from the program. The purpose of the study was also to determine the average length of time students received EIP assistance as well as provide information on the percentage of students who exit and reenter the EIP in reading and mathematics. The research study utilized the Criterion Referenced Competency Tests (CRCT) to compare reading and mathematics of first - through fifth-grade early intervention students placed in the pullout and augmented models of EIP to determine if a significant difference existed between the two groups in receiving passing scores on the CRCT and thus exiting the EIP. The study employed a causal-comparative research design. The participants of the study included first- through fifth-grade students placed in pullout and augmented models of the EIP during the school years of 2007–2008 and 2008–2009 and the 2009–2010 class of 5th-grade students. The results of the study indicated that there was no significant difference in the effectiveness of the pullout model and the augmented model for first- through fifth-grade students as indicated by test scores in reading and mathematics.