This study, Students' Perceptions of Effective Classroom Learning Environments and their Impact on Pass or Fail on the Standardized State Assessment, was conducted to research ninth-grade students' perceptions of effective classroom learning environments as they impact their pass or fail levels on the standardized state assessment in Algebra I. There have been many studies and long discussions on the benefits of standardized testing in schools. These studies and discussions frequently result in crediting improvements or regressions in students' learning to a school's accountability in the results of a standardized assessment. However, many students fail to meet standard on these assessments and are at risk of not meeting high school graduation requirements. The independent variable in this investigation is students' perceptions of effective classroom learning environments, and the dependent variable is standardized state assessment results (pass or fail). The sample consisted of students enrolled in a semi-rural high school in South Texas. In this study, the researcher used an adapted version of the "Students' Perceptions of Effective Classroom Learning Environments" instrument to measure students' perceptions of the Algebra I learning environment in relation to the State of Texas Assessment of Academic Readiness. A logistic regression model was used to test the data. Among the findings, the study found that classroom learning environments significantly impacted students' pass or fail levels on the standardized state assessment and that relationships exist. [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.]