Presenting college students, in a wide variety of content areas, with frequent announced and unannounced quizzes appears to correlate positively with enhanced test performance. The purpose of this quantitative study was to examine if similar results can be achieved with high school students in a standard economics class. Based on a theoretical framework of operant conditioning and incentive theory, which emphasize the utility of positive reinforcement and motivation for repetition of behaviors, this study compared the unit test scores of students who had been subjected to announced and unannounced quizzes to test scores when quizzes were absent. Participants ( N = 40) were subjected to one of 3 quizzing patterns before the unit tests. Phase I was quiz-free leading up to the Unit 1 test. During Phase II, students took 10 brief, announced quizzes before the unit test, and during Phase III, 10 unannounced quizzes were given. After each phase, the achievement scores on unit tests were evaluated, and a "t" test was performed to analyze the impact, if any, of each type of quizzing pattern. Results showed that frequent announced and unannounced quizzing did not enhance student test scores. The research creates positive social change by further exploring environments where frequent quizzing is and is not advantageous at the secondary level. Further investigation and implementation of such assessment techniques, thereby producing enhancements in educational achievement, may create academic opportunities for high school learners as they pursue post secondary educational studies that have been heretofore beyond their reach. [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.]