This study was designed to determine the impact of increased quality Physical Education time on Massachusetts Comprehensive Assessment System (MCAS) standardized scores. The MCAS test was given to 311 fourth-grade students in two Southeastern communities in Massachusetts, within a two-month period in April and May of 2001. The participants were tested in two areas, English and Language Arts (ELA), and Math. The literature review examined the cognitive and physical benefits of movement, physical activity and exercise. Brain-based learning and the relationship of physical education and academic performance were analyzed. Results of the study revealed that the mean ELA MCAS score for School 1 and the mean ELA MCAS score for School 2 were significantly different. The mean Math MCAS score for School 1 and the mean Math MCAS score for School 2 revealed no significant difference. In conclusion, students who received more hours of quality physical education per school year scored higher in the ELA subject area of the MCAS standardized test. (Contains 1 table.)