Providing struggling readers with research-based interventions, outside of the regular school day, is advantageous in giving students the time they need to remediate the basic foundational skills necessary for proficient reading. Therefore, to increase learning time and provide reading intervention for students who have not mastered basic foundational reading skills, Toledo Public Schools delivers an intense, research-based summer reading intervention program (RAISE) to third grade students who have not met the Third Grade Reading Guarantee (TGRG) by the end of the students' third grade school year. The purpose of this study is to evaluate the reading achievement of students participating in this intensive, summer reading program. Quantitative analysis is the methodology that was used in this study to determine if statistical differences existed on reading assessment scores for students who qualified for the RAISE summer program. The results of the SPSS analysis indicated that students who attended the RAISE summer program earned a slightly higher mean score, the following school year, on their spring state reading assessment than students who were identified for the RAISE program and did not participate. However, the difference was not statistically significant. The results further indicated that even though there was sufficient evidence that there may be a difference for the same student before and after participation in the RAISE summer program, for a majority of the years analyzed, the t-test mean scores were, in most cases, not high enough to meet the TGRG requirements. The results also indicated that while students who attended the RAISE summer program made mean score gains, there was no significant differences between students who attended more than 80 percent of the time and students who attended less than 80 percent of the time. Implications of this study indicate that increased learning time outside the regular school day does benefit students, however, this increased learning time needs to occur before third grade. Recommendations were made for both practice and future research, including recommendations for early childhood increased learning time programs.