The purpose of this quantitative study with a correlational design was to examine if and to what extent a relationship exists between self- and teacher-ratings of student engagement and standardized test performance in a school in southern Los Angeles County. The overall research question was, is there a relationship between self- and teacher-ratings of student engagement and standardized test performance using ELA and Math scores? A conceptual framework was the basis for this study. The targeted population was 10th and 12th grade Latino students and their teachers--the sample size was 178 students. Two teachers rated each student. The data analysis related to each of the research questions and hypotheses using the IBM Statistical Package for the Social Sciences (SPSS). Self- and teacher-ratings of student engagement responses were collected from two instruments, the Student Engagement in Schools Questionnaire (SESQ-ENG) = SE for self-rated responses and the Teacher Engagement Report Form-New (TERF-N) = TE for teacher-rated responses. Each survey used a 5-point Likert scale. The Pearson correlation coefficient r was used, and results indicated that there were statistically significant relationships between SE and ELA, r (177) = 0.238, p = 0.001, and ELA and Math scores, r (172) = 0.215, p = 0.004. These results suggest that student engagement in school is crucial in their academic performance in English Language and Arts, but not for math performance among Latino students. [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.]