Reading proficiency hinges on the early stages of development beginning in kindergarten. By the time a student reaches third grade, the student should be reading to learn fluently and proficiently. Mississippi passed legislation to hold students, teachers, and parents accountable for ensuring that third grade students reached a level of reading proficiency through the Literacy-Based Promotion Act (2013). This law required all third grade students to pass a summative assessment, MKAS[superscript 2], in order to be promoted to fourth grade. The overall purpose of this study was to analyze the relationship of variables with MKAS[superscript 2], the Mississippi third grade summative assessment. STAR, a universal screener, was purchased for all Mississippi elementary schools to assess students three times annually to diagnose reading deficiencies and suggest strategies to improve individual student reading skills in preparation for MKAS[superscript 2]. Data were collected during the 2015-2016 school year to analyze if the STAR intervals were indicative of MKAS[superscript 2] results. Using Pearson's correlations, the study showed strong relationships between each STAR test and the final results of MKAS[superscript 2]. Correlations were also used to demonstrate students with higher end of year classroom reading grades to be more likely to meet the cut score required for promotion on MKAS[superscript 2]. The study examined the logistic regression of gender with MKAS[superscript 2] not revealing any statistical significance of males or females being more likely to pass MKAS[superscript 2]. As a result of the findings, the researcher suggests further study to be conducted in other Mississippi school districts and analyze the relationships of STAR or other universal screeners with other end of year reading assessments. Further, the researcher concluded that universal screening was an effective tool to monitor progress throughout a school year and make informed projections of end of year assessment outcomes. Of course, this method was only effective with the perspective that administrators and teachers analyzed STAR data, made adjustments, and provided necessary individualized interventions/tutoring to ensure reading proficiency for students after each interval of STAR assessment. [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.]