This study examined the relationship between teacher assessments and grade eight New Jersey NCLB mathematics testing. It also examined how curricular changes affected student achievement for one New Jersey junior high school on the NCLB mathematics test. The research considered teacher assessments and the New Jersey grade eight NCLB mathematics test for the 2003 and 2005 administrations. End of marking period grades and the midterm exam grades, expressed as percents, for one of the two lowest tracked math courses were collected and analyzed with the 2003 and 2005 NCLB test scores (n > 200 each year). There is a need to determine how curricular changes affect in the relationship between teacher assessments and NCLB test scores. There was little relationship between teacher assessments and the components of the 2003 NCLB math test. Two years later, after the curricular changes, the relationship between teacher assessment and NCLB testing increased and the percent of students who demonstrated proficiency on the NCLB test increased. The increases in NCLB testing were statistically significant. This paper reviewed the methodology used, the findings of the study, and how the results may impact similar school districts. Suggestions for further research and action are presented.