Reading achievement has been a focus for many states since the Elementary and Secondary Act of 1965. Schools and districts are faced with the challenge of accurately identifying students that are in need of intervention before they take high stakes assessments in reading. The purpose of this study was to determine if the use of STAR Reading Assessments could be used to predict third grade students pass/fail on the Mississippi K-3 Assessment Support System (MKAS2). For this study, third grade student samples from elementary schools with accountability levels of B, C, and D were used. A correlational design was implemented to determine if there was a relationship between the independent variable, the STAR Reading Assessment, and the dependent variable, the Mississippi K-3 Assessment Support System. The study revealed there is a relationship that exists between STAR Reading Assessment and Mississippi K-3 Assessment Support System. Regardless of the accountability level of the school, the STAR Reading Assessment can be used to predict how students will perform on the Mississippi K-3 Assessment Support System. [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.]