The Louisiana Striving Readers evaluation assessed the implementation and effectiveness of the Voyager "Passport Reading Journeys" (PRJ), a widely used supplemental literacy intervention for struggling adolescent readers that reflects the research-based practices recommended by the National Reading Panel (2000) and other more recent syntheses (Biancarosa & Snow, 2004; Edmonds, et al., 2009; Kamil, et al., 2008; Scammacca et al., 2007; Torgesen et al., 2007). To date, PRJ has been adopted in 45 states across the country in almost 470 districts and over 2,200 schools, and has served over 268,000 students. PRJ offers four levels of instruction appropriate for middle and high school students. The PRJ curriculum uses direct, explicit instruction in reading comprehension, vocabulary, and word study for adolescents who struggle with reading using age-appropriate fiction and non-fiction texts. The Louisiana Striving Readers Program, funded by the Louisiana Department of Education (LDOE) through a grant from the U.S. Department of Education, targeted over 1,200 struggling readers in grades 6-7 from ten middle schools across the state of Louisiana. The grant required a rigorous, independent experimental evaluation, conducted by SEDL, addressing fidelity of program implementation and program impacts on student motivation and reading achievement. The study reported here had two specific aims: (1) determine the fidelity of implementation, or the extent to which the program was delivered as the grant indicated it should be implemented; and (2) determine the impacts of PRJ on student reading and other related outcomes (i.e., student motivation and engagement in reading) and how the effects may have varied by student subgroups. This report details the intervention, the implementation study design and results, and the impact study design and results.