This quantitative, causal-comparative research study investigated whether school configuration has an impact on the reading performance of sixth-grade students by comparing the End-of-Grade (EOG) reading assessment Grade Level Proficiency (GLP) scores of sixth-grade students in K-8 configured schools to sixth-grade students enrolled in 6-8 grade configured schools. With efforts to assess and address youth literacy across the nation, educators are exploring the most efficacious methods to enhance student reading achievement. Convenience sampling was used and archived data were collected from 100 K-8 grade structured schools and 421 6-8 structured schools. Data analysis consisted of both descriptive and inferential statistics computed via SPSS. SPSS was also used to conduct a t-test. Normality and independence were assumed, and an alpha value of 0.05 was used as the significance value. Cohen's d was used to determine effect size. The following research question was explored: How does sixth grade reading achievement differ between students attending a K-8 versus a 6-8 school? Findings revealed there is no statistically significant difference between the sixth grade reading scores of students enrolled in kindergarten through eight configured schools and the reading scores of sixth-grade students enrolled in sixth through eight configured schools. These findings are aligned to the literature that purports no significant link between school configuration and student academic achievement. Recommendation for future research could include a study to investigate the relationship between student academic performance and the age of school facilities. [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.]