In rural Mississippi, addressing the issue of reading nonproficiency for third-grade students has posed a significant challenge. To tackle the issue's complexity, the Mississippi legislature implemented the Literacy-Based Promotion Act (LBPA), also known as the 'no social promotion grade-level retention gateway" (Barrett-Tatum et al., 2019). The act aimed to bridge reading gaps by emphasizing data-driven decision-making and high-quality teaching from kindergarten through third grade. An investigation was conducted to analyze the impact of implementing Star Reading progress monitoring on enhancing the academic outcomes on the Mississippi Academic Assessment Program-English Language Arts (MAAP-ELA). Star Reading, a computer-adaptive test (CAT), accurately measured students' reading levels and tracked their progress over time. The linkage between Star Reading and the Literacy-Based Promotion Act provided valuable insight for teachers to identify and track learners with reading deficits. The test supplied educators with data reports to ensure that students achieve proficiency in reading by the end of third grade. Quantitative methods, including multivariate analysis of variance (MANOVA), multiple linear regression analysis, and independent samples t-tests, were employed to examine the validity of Star Reading in improving academic outcomes for 233 students in rural Mississippi. The results revealed significant variations and strong positive correlations between Star Reading middle-of-the-year (MOY) scores and MAAP-ELA performance, highlighting its predictive validity. Comparing LBPA requirements and intervention benchmarks in Star Reading offered insights into the measurable effects of targeted interventions on academic achievement. Gender disparities in academic performance emphasized the need for tailored intervention for all students. The personalized intervention focused on practical strategies to enhance literacy instruction, providing guidance for policymakers, administrators, and educators to create more equitable educational opportunities and support the academic development of students. The emphasis was on improving literacy instruction to ensure fair educational opportunities and promote the academic progress of students. In addition, Star Reading progress monitoring provided educators with informed decisions to promote developmental skills and implement targeted interventions to enhance academic achievement. Star Reading MOY scores effectively predicted MAAP-ELA performance, but other predictive measures need investigation. Further research should explore student demographics, teacher characteristics, and intervention strategies. Additionally, LBPA mandates impact student performance, so it is essential to investigate their relationship with academic achievement, including reading comprehension and critical thinking, while considering demographic and socioeconomic factors. Finally, gender disparities in academic performance exist, necessitating research into the underlying causes and strategies for promoting gender-sensitive educational environments. [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.]