This program evaluation investigated differences in reading achievement for students receiving Reading Recovery or Developmental First Grade. The researcher examined DRA reading scores during the first and second grade and STAR reading scores from second grade through middle school for students in a rural public school district in Northeastern Oklahoma. The purpose was to measure the differential achievement effect attributed to Reading Recovery or Developmental First Grade. Results showed that there were no significant differences between the two groups of students in reading growth during first and second grade. Results for the long-term reading achievement reveal that Reading Recovery students began second grade with a higher STAR reading score while Developmental First Grade students had a greater reading growth over time. Post-hoc data to compare the reading achievement of students who were reading on grade level at the end of Kindergarten and those who required a reading intervention of Reading Recovery or Developmental First suggest significant differences in reading achievement. Students without a reading intervention began second grade at a higher reading level and continued to grow at a greater rate over time.