All students are entitled to a well-developed and meaningful education that prepares them to take on challenges and responsibilities in a global and democratic society. However, assessments have created barriers for many students. This study was undertaken in a New York City high school in which end-of-course and Regents assessment is a requirement for the Living Environment course. Two hundred-ninety-two students from the 2015-2019 school years were identified for the sample for this study. Two-factor ANOVA variance was used to answer the quantitative research question: What is the relationship between students' performance in their end-of-year course grade based on their performance on the New York State Standardized Living Environment Regents? Research findings showed a significant difference between students' academic performance in their end-of-course and Living Environment Regents assessments. The NVIVO analysis was used for the qualitative research questions: R1. To what extent, if any, has curriculum design and alignment impacted students' academic performance in the New York State Living Environment Regents exam? R2. To what extent, if any, has teachers' instructional practice impacted students' academic performance in the New York State Living Environment Regents exam? R3. To what extent if any, has assessments impacted students' academic performance in the New York State Living Environment Regents exam? Results showed that curriculum design and alignment, teacher instruction, and assessment had a significant impact on students' academic performance on both forms of assessments. Implications for future research include recommendations for expanding the research to all district high schools and the inclusion of community partnership. [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.]