As students' reading proficiency gaps persist across the United States, educational leaders have turned to alternative methods to foster effective instructional literacy practices. One approach to combat this dilemma is the implementation of scripted reading programs. The purpose of the study was to investigate the impact of scripted reading programs on teacher and student outcomes. The study used three research questions to examine differences in post-test English Language Arts (ELA) achievement scores for third through fifth grade students taught using a scripted reading curriculum or traditional reading curriculum. A fourth research question examined the differences in post-test Tennessee Value-Added Assessment System (TVAAS) growth scores of fourth and fifth grade teachers using a scripted or traditional reading curriculum. This quantitative study included preexisting data. The results of the study were conclusive. Based on the treatment method, the results revealed there were no statistically significant differences in third through fifth grade students' post-test ELA achievement scores. In addition, there were no statistically significant differences in fourth and fifth grade teachers' post-test ELA TVAAS growth scores based on the treatment method. Based on findings from the study, additional goals, strategies, and action steps are needed beyond systematic reading program implementation to ensure every child is a proficient reader and reading on or above grade level. All Tennessee students deserve access to high-quality education and become literate members of society. [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.]