The importance of reading and reading instruction in the United States has been documented for centuries. Specifically, students are expected to be able to read by the end of third grade. As accountability, assessments, and the importance of reading by the third grade has expanded some states measure a students¿ reading ability by one high-stakes assessment. This study examined the perceptions of superintendents, special education administrators, and elementary principals concerning their current knowledge of the IREAD-3 assessment, instructional reading strategies being utilized, and the impact of the IREAD-3 assessment on retention among gender and minority groups. The study also examined the perceptions of superintendents, directors of special education, assistant directors and/or program coordinators, and elementary principals in relationship to the impact the IREAD-3 assessment had on their respective district/school.