This quantitative study examines the relationships among Scranton City School district students' scores on standards-based report cards and end-of-year TCAP (Tennessee Comprehensive Assessment Plan) mathematics scores. Specifically, relationship levels between teacher-reported levels of mastery by students on five state-directed mathematics standards and the students' end-of-year TCAP scale scores were pursued. Relationship levels between teacher-reported levels of mastery by students on five state-directed mathematics standards and student demographics are also reported. Research findings show significant relationships on all fronts, yet very low correlation. Implications for future research and practice 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.]