The implementation of the Common Core State Standards (CCSS) has placed increased accountability for outcomes on both students and teachers. To address the current youth literacy crisis in the United States, the CCSS call for students to read increasingly complex informational and literary texts. Since teachers are held accountable for students' mastery of the standards, reliable benchmark tests aligned to the CCSS are crucial to both student and teacher evaluation. The purpose of the study was two-fold. First, classical test theory (CTT) was used to glean information about the reliability and validity of the tests along with basic item analyses for each item. Then, exploratory factor analysis was conducted to confirm the item structure and to ensure the data were suitable for item response theory (IRT) analysis. If exploratory factor analysis revealed a unidimensional structure, IRT was applied to evaluate the strength and weakness of each item. Archival data from tenth grade students enrolled in a public high in North Alabama were used for the analysis. Data from the October, December, and March regular and honors course benchmarks tests were analyzed. Cronbach's alpha indicated that tests were generally reliable even though honor's course benchmark test scores were less reliable than regular course benchmark test scores. In addition, exploratory factor analysis partially supported a three-factor solution. Finally, items were generally strong based on CTT and IRT calibrations. [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.]