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Achievement of adequate yearly progress (AYP) is crucial for all students due to the increased rigor of Common Core Standards and Keystone graduation requirements. Logically then, programs that can help students achieve AYP should be implemented to their fullest potential. This study investigated whether the Reading Apprenticeship (RA) framework was effectively implemented in a Pennsylvania school district following teachers' initial professional development, so as to foster high school students achieving AYP on their annual standardized tests. The premise that effective implementation of RA enhances instructional value is founded in the constructivist theories of Piaget and Dewey. The guiding research questions for this qualitative case study focused on perceived efficacy of implementation of the RA framework, along with perceived barriers and perceived benefits. Eight teachers were surveyed, interviewed, and observed. The data were analyzed through comparison and coding schemes based on the research questions. The results showed that teachers had implemented RA to the best of their ability, but needed further support to implement RA more effectively. These findings led to the creation of a website for all district teachers, which was intended to foster further support for RA implementation. The implications for positive social change include a more constructive educational environment, improved standardized test scores, and increased graduation rates. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]