The purpose of this study was to determine the statistical difference of a proficient score on the third and forth grade teacher-created criterion-referenced math assessments, aligned to state standards, on the Tennessee Comprehensive Achievement Program (TCAP). This study examined if this statistical difference relates to minority, low-socioeconomic, English language learners, and students in special education. The results of the study indicated there was a significant difference between the three achievement groups of the Common Math Assessments and the TCAP. The results of this study benefit those teachers whose tenure and merit pay are partially based on their students' standardized test scores. [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.]