This paper examines the results of the study of the Project CRISS efficacy in fostering reading comprehension in grade 9 students. Project CRISS is based on the belief that teachers can become more effective when trained in a standardized method of presenting reading comprehension strategies that eventually are internalized by the students. The comprehension strategies themselves provide an intellectual framework that aims to foster reading comprehension. The study consisted of a randomized trial with pre- and post-treatment measurement of reading comprehension abilities. Treatment condition included 2,460 students and control condition included 2,499. Pre-and post-treatment reading comprehension was assessed using Stanford Diagnostic Reading Test, Fourth Edition comprehension subtest. The authors found the impact of Project CRISS on grade 9 reading comprehension was not statistically significant. Post-hoc sensitivity analysis found no statistically significant impact based on gender.