The purpose of this study is to determine whether the Mississippi Academic Assessment Program (MAAP) English II and Algebra I scores correlate with American College Testing (ACT) English and Mathematics scores, to examine the methods teachers use to prepare students for the MAAP test, and to determine whether these methods enhance college-readiness. The study was organized into two phases. Phase 1 involved a correlation design to determine whether MAAP and ACT scores had a statistically significant relationship. Archival data were obtained for 233 high-school students who took the MAAP English II and Algebra I tests from 2015 to 2019 and the ACT in 2018. Phase 2 used quantitative data from a Likert questionnaire and qualitative data from interviews to determine teachers' perceptions of the state test and the teaching methods used to prepare students for it. During Phase 1, Pearson correlation results provided a statistically significant correlation between English II MAAP and English ACT scores and Algebra I and Mathematics ACT scores. A multiple regression analysis provided a predictive equation using MAAP English II and Algebra I scores to predict ACT scores. The Phase I results indicated the ACT would be an appropriate replacement for the MAAP. The Phase 2 questionnaire and interview findings indicated teachers frequently use teacher-centered methods rather than student-centered methods to prepare students for the state test. [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.]