For the 2013-2014 cycle, we implemented all but one of the elements stated in the “Plan for Continuous Improvement.”  We did not implement Reading Center Tutor Effectiveness Survey. We planned to implement the survey, but prior to Fall 2013, a decision was made to revise the survey. Shortly after the beginning of Fall 2013, we learned that sweeping changes would be made in the academic resource areas, reading, writing, and math, and we put the revisions on hold, knowing that reporting would be revised in all academic resource areas.  With regard to time management using two of the time management strategies to ensure understanding, we exceeded our goal of 90% by 1%, attaining a 91% success rate.  With regard to our goal of 95% student recognition of the textbook reading strategy acronym, PARR, we missed our goal by 1%.  From reviewing the survey, a logical inference could be that students may not have taken the time to complete the survey correctly.  In a few cases, the response area was left blank, on some surveys the explanation of the “PARR” acronym was started but not completed, and in other cases, nonsense words were written.  With respect to our Reading Center Developmental Reading Effectiveness, two of the three target objectives were met according to goals, objectives, and findings. Of the developmental reading students who completed the semester, 100% completed 15 required hours in the Reading Center. Regarding computerized learning module completion, 100% of developmental reading students who completed the course were successful in completing 15 computerized learning modules with a score of 80% or better on one practice exercise and the module post-test. Some developmental reading students had some difficulty with modules on the first attempt, but all were successful after subsequent attempts.  The third goal for success in developmental reading, was that students must attain an 11th grade score on the Nelson/Denny Vocabulary and Comprehension Test (Nelson/Denny). However, the goal was never put into place because we used differentiated and holistic methods for student success as they related to the Nelson/Denny.  Variables that were taken into account were attendance, homework assignments completed successfully, class participation, scores on quizzes and exams, and grades in other courses.  Those students who did not attain a 10^th grade level on the first attempt of the Nelson/Denny post-test, with all testing parameters in place, were given another form of the test with extended time.  In all cases over a three year period, all but one student who took the Nelson/Denny retest attained a 10^th grade level, and most attained  11^th grade or higher.  The young man who did not attain a 10^th grade level was from Taiwan, and his problem was a language barrier.  That young man graduated from SHSU with a BBA degree, and he is now in a prestigious graduate school in London.  With all academic resource centers, reading, writing, and math, consolidated into the Academic Success Center, new areas for program evaluation will be developed for coming years.