This applied dissertation was designed to evaluate a Reading Recovery program at an alternative school in Florida. The Reading Recovery program was used as an intervention for improving students' reading skills and performances on the Florida Comprehensive Assessment Test (FCAT) that is given each year to students in Grades 7 and 8. The researchers used the student's scores on the FCAT reading and English language arts tests to evaluate the effectiveness of the Reading Recovery program as an intervention in the researchers' school district. Each year, students were placed in the remedial reading class because they failed to achieve a passing score on the test in the previous years. Prior to this study, no data had been available to evaluate the effectiveness of a Reading Recovery program of at-risk students' academic performances. As a result of this applied dissertation, the researcher sought to assist the school in becoming more effective and efficient in implementing the Reading Recovery program. This study represents the school's attempt to evaluate the effectiveness of a Reading Recovery program implemented by every teacher in Grades 7 and 8. The evaluation results suggested that a Reading Recovery program was successful in reducing the number of at-risk students. The researcher was able to determine that the school had decided what needed to be done in order to improve the at-risk students' FCAT scores. Also, the researcher found that the majority of the teachers implemented the program as it was designed. The findings also suggested that the teachers who participated in the program viewed it as beneficial. The findings further indicated that the teachers now view assessments as an important piece in identifying individual student needs. (Contains 9 tables.)