This causal-comparative study analyzed third grade reading scores from the National Center for Education Statistics, Early Childhood Longitudinal Study (ECLS) K-2011, by one of five school types, and four U.S. geographical regions. Forty-one of 50 states were represented. The problem studied is the unexplained elementary reading performance variances in the U.S. Since children are taught to read from birth to the end of third grade, late third grade is the target population. Data was accessed via a restricted-use license issued by the Institute for Education Sciences. The reading pivot (RP) happens after third grade when U.S. children are expected to read to learn. Negative outcomes, however, were not significantly prevalent in all U.S. schools or individual states. Five school types, Catholic, other religious, private, home, and public schools, were compared. Catholic, other religious, and private schools had statistically significantly better mean reading scores (p < 0.001). Homeschoolers had better mean reading scores than public schools. Six states had no other state with statistically significantly better reading scores. The Midwest and Northeast U.S. had statistically significantly better mean reading scores than the South and West regions (p < 0.001). The study suggests that the reading gap may be addressed in part by school selection. The RP precludes taking students where they are. Yet, teaching reading until on grade level is superior. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]