The Vortex School District (VSD) utilized CASE benchmark assessments as their accountability tool to measure students' progress on Tennessee's standardized testing. The researchers sought to determine the predictive relationship between math scores on CASE benchmark assessments and math scores on state-mandated standardized tests within the VSD. Using the Data-Driven Decision Making (DDDM) theory, the researchers analyzed how VSD teachers used CASE data to identify students' strengths and weaknesses and to inform their instruction. Additionally, the researchers investigated students' perspectives on what motivated them to perform well on standardized testing. Results from this study showed a statistically significant relationship between CASE math scores and state-mandated math test score. Also, teachers synthesized CASE data and prioritized essential standards and learning opportunities. Lastly, VSD students suggested that they were motivated based on the psychological needs of the self-determination theory (SDT) and extrinsic rewards. Therefore, the researchers recommended that VSD continue using CASE benchmark assessments. [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.]