ABSTRACTMICHELLE RINEHARDT-CLINE THE EFFECTS OF BLENDED LEARNING ON STUDENT ACHIEVEMENT, INTERACTION LEVELS, AND ONLINE READINESS SKILLS IN THE HIGH SCHOOL SOCIAL STUDIES CLASSROOM (Under the direction of DR. JIM BIRD) The purpose of this experimental design study was to use quantitative research to explore the effects of the teacher-reach model of blended learning and its effectiveness on student academic achievement, student interaction levels, and development of online readiness skills. The research questions address whether students enrolled in a blended section of American History II can achieve comparable achievement growth on the North Carolina Final Exam as measured by EVAAS growth score and comparable interaction levels with content, peers, and their teacher as their peers as measured by the Student Interaction Survey as their peers in a traditional section of American History II. Another research question addresses whether students perceive improved online readiness skills after being in a blended course. Two groups of students participated in the study, and data were collected in the form of EVAAS growth scores, test scores, and survey results. There was no statistically significant difference in the academic achievement and interaction levels demonstrating that the students in the blended section did achieve comparable levels than students in the traditional section. Students in the blended section did experience improvement in the development of their online readiness skills; however, the improvement was not statistically significantly higher than students in the traditional class.