This study identified the impact of elementary teachers' perceptions and the change that data-driven instruction had on student achievement on the Measures of Academic Progress (MAP) assessment in English language arts and mathematics in an urban elementary charter school. The researcher secured an inner-city charter school in Tennessee to participate in a mixed-model research study to discover information about educators' perception of MAP. Ten paired sample "t" tests were run to determine the change that occurred in student achievement after data-driven instruction. The findings indicated most educators perceive MAP as a useful tool to effectively analyze students' weaknesses in content and results show all grades saw a significant difference in their scores after receiving data-driven instruction. [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.]