The purpose of this study was to examine the relationship of "self-efficacy" for "Enlisting Social Resources, Self-Regulatory Efficacy, self-efficacy" for "Self-Regulated Learning," and "self-efficacy" for "Academic Achievement" (Bandura's Children's "Self-Efficacy Scale," 2006) of urban public school students to performance on the high stakes Massachusetts Comprehensive Assessment System (MCAS) math test. A survey questionnaire was administered to eighty three participants and the data, analyzed using linear regression, conformed to the assumptions of "Independence," Linearity," Normality," and "Homoscedasticity." "Self-Regulatory Efficacy," "Academic Achievement", and Socio-economic Status were statistically significant bivariate predictors of performance on MCAS math test. Self-Regulatory Efficacy was the only consistent statistically significant predictor of MCAS math performance. Gender interaction with "Self-Regulatory Efficacy" was statistically significant in isolation but was not when other variables were accounted for. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]