This quantitative, causal comparative study analyzed the effect of participation in a blended learning program has on the STAAR Mathematics and Reading Language Arts assessments for fifth grade students in a large, urban school district in North Texas. The study evaluated the performance of fifth graders on the STAAR assessment in mathematics grouped by their participation in a blended learning program. The study also analyzed the performance of fifth graders on the STAAR assessment in reading language arts comparing students who did and did not participate in a blended learning program. Research questions focused on the passage rate of students and the mean scores on the STAAR Mathematics and Reading Language Arts assessments and the mean score on these assessments in each student group. The performance of participants in the blended learning program and non-participants was compared using the district data and state assessment results. The results demonstrated a significant difference with a higher passage rate for students who participated in a blended learning program compared to those who did not participate. [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.]