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"The No Child Left Behind Act of 2001" (PL 107-110) established the Reading First Program (Title I, Part B, Subpart 1), a major federal initiative designed to help ensure that all children can read at or above grade level by the end of third grade. Reading First (RF) builds upon research indicating that effective reading instruction on specific early reading skills, particularly in the primary grades, significantly reduces the number of students who experience reading difficulties in later years. This study was designed to answer two broad sets of questions, each focusing on a different aspect of sustainability of the program. These policy questions are critical to the ongoing conversations about the directions federal education policy should take to close achievement gaps and promote high achievement. The first set of questions is the following: "What are states' planned responses to the Reading First budget reduction?" and "Which RF program elements do state-level staff believe can be sustained beyond Reading First?" These questions address the planned and likely sustainability of the program from the perspective of state-level program administrators. The second set of questions is the following: "Does student achievement in later grades differ for students exposed to Reading First in K-3 compared with students in Title I Schoolwide Program (SWP) schools?" and "Is there evidence that the effect of RF spilled over to students in non-RF Title I SWP schools in RF districts?" These questions address the sustainability of program effects on students by examining patterns of student performance after students have completed the targeted grades. Findings are embargoed pending release of report results by the U.S. Department of Education (anticipated early 2011). (Contains 1 footnote.)