Influenced by current legislation calling for full alignment to the science of reading, literacy instruction in Ohio has started shifting. Additionally, Ohio has devoted funds for literacy coaching to improve students' literacy achievement outcomes on state assessments. This correlative study analyzed the relationship between school districts that employ literacy coaches, their alignment to the science of reading, and their third-grade reading achievement scores. This study focused on a cohort of school districts in Northeast Ohio. Ohio's Report Card, self-reported science of reading alignment completed by the Ohio Department of Education and Workforce, and a Google Form regarding the employment history of literacy coaches were the sources of data included in this study. The typology of the school districts was also considered, and it was also provided by the Ohio Department of Education and Workforce. The results indicated that school districts that were lower performing were most likely to employ their own literacy coach. However, school districts that performed the highest on the third-grade reading assessment for two of the three years studied were districts that were fully aligned to the science of reading, but they did not employ a literacy coach. School districts that have strong professional development on the science of reading and success with implementation do not need coaches to impact student 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.]