This report examines traditional calendar school Read to Achieve reading camps implemented in the summer of 2014. Teacher and student survey respondents reported positive reading camp experiences and reading camp was well attended. Based on data for 502 students, a small percentage (16.1%) reached reading proficiency by the end of camp. Gains in literacy, as measured by an increase in pre- and post-Read to Achieve (RTA) test scale scores were found for about two-thirds of the students and were most evident for the lowest performing students. Results from a multi-level model show that students' performance on assessments given in the spring was the best predictor of their post-camp reading proficiency with very little variation across sites. This suggests consistent implementation across sites and the opportunity for students to have a similar camp experience. Study recommendations include improving data collection to better support reading camp planning and evaluation, considering more than one instructional delivery model for future reading camps, and bolstering early literacy for students prior to third grade as a proactive measure. The following information and tables are attached: (1) Read to Achieve Reading Camp Sites and School Partners; (2) Observation Tables and Read to Achieve Student Survey; (3) Exemption Tables; (4) Post-RTA Test Distribution for Reading Camp Students by Post-RTA Test Proficiency Results; (5) Correlation Coefficients for Reading Camp Attendance and Various Pre- and Post- Assessments and Estimates from Two-level Linear Models Predicting Reading Achievement as Measured on the Post-Camp RTA Assessments (N = 436); and (6) Read to Achieve Grade 3 Report for 2013-14 by NC School Districts and Third Grade Student Proficiency for 2013-14 by NC School Districts.