Students enrolled in public education schools in the State of Texas are required to participate in and secure passage of a norm-referenced state assessment in different grade levels and subject areas. The State of Texas Assessment of Academic Readiness (STAAR) is the norm-referenced assessment used for students in grades third through eighth, and enrolled in high school English I, English II, Algebra I, Biology, or U.S. History. Passage of these assessments are required for graduation of high school, and in some grade levels for promotion. The purpose of this study was to identify the predictability of English I STAAR passage based on an at-risk and special program indicators enrolled in Region 2 school districts in the state of Texas. The socioeconomic status of a student or receiving special education services is one of the special program indicators used to identify a student for academic performance and graduation data tracking. A student is considered to be at-risk for not completing graduation is they are identified as an English Language learner. Additional research is necessary to further support or make change to current education policy to ensure students are assessed in an equitable fashion, versus using a norm-referenced assessment due to students who receive an at-risk or special program indicators that students may be dispositioned to not to perform well on. The study determined that there is a strong correlation between three different special program indicators and the predictability of passage of the English I End of Course (EOC) STAAR assessment. There are other special program indicators that are used to identify the different applicable descriptors for a every student. The result of a predictability value are of great benefit to all education stake holders when employing a STAAR assessment to measure a student's summative success. The study indicated a predictive correlation between an at-risk or special program indicator and passage of an English I End of Course STAAR assessment. With these results, a classroom teacher or campus leader should be able to foresee a student's success and then adjust their instruction and environment. Those with a greater responsibility, such as the Texas Education Agency and the state legislators, are recommended to use this study to restructure their compliance piece of monitoring of student success through a high-stakes assessment. As educators, it is known that there is an unwritten and spoken truth of predicting a student's success based on their at-risk or special programs indicator. A predictive measure is evident if a student economically disadvantaged, special education or an English language learner. District and campus leaders also have a responsibility to ensure content is being taught and mastered, and not just testing strategies. While there is data on predictive measures, there is limited data on predictive measure on the STAAR assessment, and especially limited after COVID. The results should be applied when creating and administering a STAAR assessment. [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.]