The purpose of this quantitative, ex post facto study was to determine if and to what extent there was a statistically significant difference in social media participation in the MAP Growth scores in math, science, and language arts for students from a public high school in Illinois. The framework for this study was the connectivism theory. The research questions were: if and to what extent was there a statistically significant difference in social media participation in the MAP Growth test scores in (#1) math, (#2) science, (#3) language arts for students from a public high school in Illinois? Two categories were created for the independent variable: teachers that used social media to collaborate with their students versus teachers who did not. Twenty-four teachers answered the survey (7 math, 7 science, 10 language arts) and 13 had corresponding data. The final sample obtained was N = 746 scores in math and N = 1,223 in language arts. There were no scores in science. The t-test for research question #1 showed a statistically significant difference in test scores by group of teachers who did and did not use social media for collaborative practice in math, t (744) = -6.649, p < 0.001. Research question #2 was not tested because of the absence of research data in science. The results of the t-test for research question #3 showed a statistically significant difference in test scores by group of teachers who did and did not use social media for collaborative practice in language arts, t (1008.16) = -8.160, p <0.001. The evidence indicated that the students of teachers who did not use social media for collaborative practice had better test scores than the ones who did. [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.]