To help teachers improve their efficiency and effectiveness, this dissertation study uses regression analysis to assess two middle Georgia counties' CRCT and Math 1 EOCT data in order to determine the usability of the CRCT to enhance instruction in Math 1. Data were collected from the 2009 and 2010 CRCT administrations and the 2010 and 2011 EOCT administrations for the same groups of students. Analysis has shown that, while a relationship exists between the two tests, the CRCT accounts for only slightly more than 50% of a student's score on the Math 1 EOCT in each individual content domain. The question thus arises of how teachers should use the data gathered from the CRCT in instructional planning. Overall analysis showed some benefits in using the CRCT results as a baseline for designing classroom instruction, but teachers should also consider other factors such as student motivation, environmental factors, and the transition from middle into high school when planning for instruction in Math 1. [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.]