Data from three reading assessment tools--the Developmental Reading Assessment (DRA), Reading Curriculum Based Measurement (R-CBM), and Maze--were compiled from 61 fourth grade and 59 fifth grade students across Fall and Spring administrations in order to determine how proficiency on these measures was associated with proficiency on the New York State English Language Arts Exam (ELA). Correlational analysis revealed that the relationships of these reading assessments with the ELA differed by grade level such that RCBM had the strongest relationship to ELA proficiency, followed by Maze and DRA within the fifth grade sample. The DRA demonstrated the strongest relationship to ELA among the fourth grade sample. Conditional probability analysis demonstrated that proficiency with each measure was highly sensitive to ELA proficiency. Positive Predictive Power, such that proficient performance on local reading measures was the most effective predictor of ELA proficiency, was strongest for the DRA across grade levels, followed by R-CBM and Maze. In the majority of cases however, negative predictive power exceeded positive predictive power such that predictive utility of the DRA, R-CBM, and Maze was more pronounced when non-proficient performance predicted non-proficiency on the ELA. Practical implications are discussed relative to the utility of DRA, R-CBM, and Maze within a local reading assessment program. [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.]