As a result of federal and state laws, it is necessary to identify an accurate predictor of student achievement before administering the state-mandated test. School districts are increasingly administering "benchmark assessments" throughout the year to measure students' progress and provide teachers with data about adjusting instruction. For this study, student samples were drawn from a Mississippi school district. The models used were of the third-grade equivalency on the fall 2022 STAR Renaissance Reading middle of the year screener and the spring Mississippi Academic Achievement Assessment (MAAP) scores. This study aimed to determine if STAR Reading could accurately predict student achievement, target student weakness before the benchmark test, and begin remediation and interventions to improve failing performance. A correlational design was implemented to determine if there was a relationship between the independent variable, the STAR middle of the year (MOY) scaled scores, the dependent variable, and the MAAP. The study revealed that there was no relationship between the MOY STAR assessment and the MAAP. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]