The purpose of this evaluation was to assess the impact of the Houston Independent School District's (HISD) Read Houston Read (RHR) on the reading levels of first-grade students. Students were assessed using Benchmark Reading Record (BRR) that was aligned to leveled books and Fountas and Pinnell Reading Levels. Descriptive statistics were used to develop profiles of both RHR English and Spanish students as well as the proportion of students who met expected or advanced reading levels at the beginning (BOY), middle (MOY), and the end of the year (EOY), 2016-2017, who used face-to-face or online modalities. These students were disaggregated by key educational and demographic variables. Results indicate that a higher proportion of online English students met expected or advanced reading compared to their face-to-face peers and a higher percentage of online Spanish students met expected or advanced reading levels compared to their peers in the face-to-face mode, except noneconomically-disadvantaged and limited English proficiency (LEP) students. A repeated-measures design was used to determine students' reading growth between the BOY and EOY. By year's end, based on the repeated measures results, more face-to-face English and online Spanish students showed reading growth compared to their respective peers. Systematic and consistent assessment of all RHR students within the designated windows is recommended to better determine program impact.