The No Child Left Behind Act emphasized the responsibility of states to improve student academic performance. In one state, students are required to take subject-area tests and master each test to graduate; however, in some schools, many students are failing the English II test administered during students' sophomore year. Two districts have implemented USATestprep in an attempt to improve test scores. The purpose of this mixed-method study was to evaluate the effectiveness of USATestprep as an intervention for improving overall English II test scores; data included teacher perceptions and English II standardized test scores. The theoretical foundation of the study was based on constructivism, which positions that knowledge attained varies in accuracy as a representation of an external reality such as technology. Chi-square and t-tests, along with the context-input-process-product program evaluation, were used to analyze the data. Students' test-score assessment reports were collected from 2 public schools in the 2009-2010 (n = 512) and 2010-2011 school years (n = 562). English II teachers responded to a questionnaire, producing data on teachers' perceptions. Overall, the questionnaire data indicated teachers supported the use of USATestprep in improving test scores. Results indicated statistically significant improvement in test scores with 43% of students passing in 2009-2010 prior to the implementation of USATestprep and 53% passing in 2010-2011 following the usage of USATestprep. Implications for positive social change include increasing student scores and graduation rates. [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.]