Education reform in the United States is heavily regulated and has undergone various iterations in the past several decades. With each passing legislation, government mandates and educational initiatives become the focus of reform. School districts must constantly find ways to keep up with increasing state and federal accountability standards. Therefore, with the ever-increasing need to improve overall student performance at all levels, school districts are pressured to ensure positive academic outcomes for all. The research aimed to find the statistical correlation between the Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) scores and the State of Texas Assessments of Academic Readiness (STAAR) scores for Grade 3 students in Reading using a correlation and multiple regression model. The scores for critical demographic groups, such as all students, male, female, Hispanic, White, African American, and Other, were analyzed with their STAAR scores for Grade 3 Reading and the NWEA MAP results for the same group of students. The statistical software SPSS was used to run the correlation and multiple regression analyses. The analyses determined the relationship between the independent variables (NWEA MAP RIT scores) and the dependent variable (STAAR scale scores). The statistical output identified that NWEA MAP RIT scores have a statistically relevant correlation with STAAR scores. However, when factoring in the various demographic data, the two have limited interaction. The analyses could guide educators in using the information to focus interventions and enrichments on students identified within each performance prediction category to improve the overall state assessment results. [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.]