The purpose of this action research study was to identify the current state of ACT preparedness and implement strategies appropriate to improving reading ACT scores at NPHS. This study was a mixed method study. The purpose for combining quantitative and qualitative data was to capture both perspectives of research. The use of qualitative data, allowed the researcher to use observations, interviews, and open-ended questions to capture feedback otherwise missed in quantitative-only research. The central concern was the need to increase ACT scores at North Point High through implementing researched-based reading strategies. The study allowed the researcher to understand and improve an ongoing organizational process to accomplish established goals set forth. After one year of implementation, the average reading sub-score increased to 15.8 in School Year (SY) 2016-2017. After year two, average reading score was 14.3 at the end of SY 2017-2018. Review of qualitative data revealed no culture shift in literacy and no consistent implementation of reading strategies. Further review of the qualitative data found trust, communication, and competing goals to be barriers of implementing the action plan with fidelity. Moreover, restructuring elementary schools, focusing on middle school grades, and embedding literacy were the organizational changes made to enhance learning experiences for all children. [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.]