As result of several federal policies over the last few decades, accountability measures for student learning and success have increased tremendously. Therefore, many school districts, including East Tennessee School District which was the subject of this study, implemented district-wide benchmark testing such as the Collaborative Assessment Solutions for Educators (CASE) assessment suite to monitor student progress and predict their performance on state assessments. The purposes of this quantitative-dominant study were to determine if positive predictive relationships existed between CASE benchmark assessments and TNReady assessments and if there were associations between each assessment's four respective performance levels. Finally, the researchers sought to understand teachers' perceptions of the CASE benchmark and to determine how, if at all, teachers were using data from the CASE benchmark to make instructional decisions. For the quantitative portion of the study, the data collected consisted of students' CASE benchmark scores and TNReady scores for the 2020-2021 school year. For the qualitative portion of the study, data were collected through a researcher-created teacher questionnaire. The research team found statistically significant predictive linear relationships between Spring CASE assessment raw scores and TNReady assessment scale scores in every subject in grades 3-8, and there was a statistically significant association between CASE achievement levels and TNReady performance levels. Relating to teachers' perceptions of the CASE benchmark, the researchers found that most teachers had a positive perception of the assessment with a few minor suggestions for adjustments. The researchers also concluded that teachers were using the CASE benchmark data to inform instructional decisions. However, the manner in which the data were being used varied depending on the teacher. As a result, the researchers recommend further use of the CASE benchmark assessment. [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.]