The purpose of this research study was to evaluate the impact of the district's use of the Fountas and Pinnell Benchmark Assessment System on 3rd grade students' reading achievement as measured by the SC READY ELA test. Educators are increasingly using assessment data in determining students' knowledge and progress. Brady, 2011 stated that remediation and early intervention can reduce the incidence of reading failure. Overall findings of this study could have implications on the district's administration, school and classroom instructional decisions, and student success on the SC READY ELA test. A convergent mixed methods design was used to conduct research for this study. The quantitative data was collected through the Fountas and Pinnell Benchmark Assessment System scores from the 2015-16 school year and the 2016 SC READY ELA 3rd grade test scores. The qualitative data was collected using a researcher created survey for the district's 3rd grade teachers and a focus group of teachers that had administered the Fountas and Pinnell Benchmark Assessment System during the 2015-16 school year, from each of the district's four attendance areas. Descriptive data of the Fountas and Pinnell Benchmark Assessment System showed that overall student performance improved throughout the school year. It cannot be determined that the Fountas and Pinnell Benchmark Assessment has an impact on the 3rd grade SC READY ELA test. While additional research is necessary to determine an impact, these preliminary findings suggest a positive direction for the future. Expanding our knowledge on this topic will have a direct impact on reading achievement. [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.]