Accountability is not new to the educational arena; however, emphasis on using student achievement data as a means of holding schools accountable is (Betebenner & Linn, 2009). The No Child Left Behind Act requires local schools and districts to measure performance with student achievement data (NCLB, 2002). This requirement becomes particularly complex as states move toward broader inclusion of English Language Learners (ELL's) into systems of accountability (Solorzano, 2008). Many school districts are turning to benchmark assessments to improve and guide instruction (Bennett 2002; Russo 2002). The "formative assessment market" (including software, item banks, and other services) is one of the fastest-growing segments of test publishing (Olson, 2005a). These assessments claim to be aligned to state standards and provide an early prediction of how well students might perform on the year-end state mandated assessment. The value of these assessments rests on their ability to provide valid information on which to base intervention efforts and improve student learning. The purpose of this study was to determine if English Language Learners' performance on the third, fourth, fifth and sixth grade Measures of Academic Progress (MAP) given in fall and winter, can be used to predict student performance on the third, fourth, fifth and sixth grade Pennsylvania State School Achievement (PSSA) in reading, given in the spring, for English Language Learners (ELL's). Reading MAP scores of 225 ELL's, specifically Hispanic, in grades three, four, five and six are compared to scores obtained on their reading PSSA in order to determine if MAP test scores are predictive of PSSA scores for this particular group. [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.]