Low-income families face myriad stressors and challenges that often negatively affect students' reading achievement. Although community partners are crucial in supporting K-12 students, there is little research on how different types of community services affect students' reading achievement in Title I schools. The present study aims to assess the impacts of comprehensive community services funded by a nonprofit organization on K-5 students' reading achievement. The study employed a two-phase post-hoc design to examine the reading achievement of 347 elementary students (ages 5-10) in a Title I school. Reading achievement was measured by the i-Ready assessment of overall reading scale scores and percentile rankings. Independent samples t-tests, regression models, and ANOVA reveal that students who received community services had higher winter percentile rankings than their peers not receiving community services. Additionally, students who received targeted in-school service demonstrated the most significant improvement in i-Ready reading during the winter semester, compared to afterschool service, holistic in-school service, and in-home service. Implications and limitations of the present study are discussed.