The purpose of the present study was to compare the classification accuracy of a previous year's end-of-year state assessment, a computer-adaptive diagnostic assessment (i-Ready), and the combination of the previous year's end-of-year state assessment with the following year's "i-Ready" performance to predict the rate of students passing or failing the following year's end-of-year state assessment in English Language Arts (ELA) and math. This was conducted to determine whether "i-Ready" as an additional screening measure is necessary to identify students who are at-risk of failing the upcoming end-of-year assessment and are in need of tiered intervention supports, or if the previous year's end-of-year assessment is sufficient for this purpose. Overall, for the population of students represented in this study, the previous year's end-of-year state assessment yielded stronger classification accuracy over the use of the fall or winter "i-Ready" diagnostic assessment. The combination of "i-Ready" with the previous year's state test demonstrated minimally greater strength in determining student risk level. Moreover, the previous year's end-of-year assessment serves as economically advantageous over administering "i-Ready" as an additional screening assessment to determine risk and inform decisions within a multi-tiered system of supports. Implications of these findings and recommendations for further research are discussed. [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.]