This quantitative research study aimed to evaluate the effectiveness of quarterly assessments administered quarterly to students in a large school district in the northeastern United States and their impact on students' subject-specific corresponding Regents Examination Scores. The study aims to determine if a correlational relationship exists between the independent variable, students' scores on quarterly assessments, and the effect on the dependent variable, students' scores on the English Language Arts Regents examination. The conceptual framework supports this research, whereas a model represents the theory that the independent variable impacts the dependent variable. This research is grounded in a critique of the practices and structural implementation of "high-stakes testing" as required by the Federal Law No Child Left Behind and the research done by Peter Taubman. This study is essential in ascertaining whether the implementation of quarterly assessments as a protocol within a school district is preparing students for the expectations of their high-stakes Regents Examinations. Student assessment scores and data were collected from 50 students from the 2021-2022 academic year. The insights from this study ultimately illustrated a positive correlational relationship between the student's scores on the quarterly assessments and their scores on the English Language Arts Regents. There is sufficient evidence in the data that suggests that students whose scores increase on the quarterly examinations over time (Q1, Q2) are likely to obtain a higher Regents Examination score. It further highlighted that SPSS was used to analyze the assessment data and displayed scatterplot and frequency histograms. This study addresses a gap within the literature, precisely the gap within the practice of utilizing quarterly assessments, either subject-wide or school-wide and their effectiveness in preparing students for their required state and local assessments. The results of this study suggest that educators conduct similar studies with similar assessment scores across various subject areas to reaffirm the data gathered because of this study. [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.]