In classrooms with limited instructional time and many resources, teachers must decide which resources positively affect student achievement. Power Videos (PV), produced by DCS, is one such product used at the 373 elementary campuses in the greater Dallas, Texas, area. This research examined the relationship between teachers' usage of the DCS PV product on a campus and the performance of students on that campus on the Texas Assessment of Knowledge and Skills (TAKS) test in the areas of reading, math, science, and all tests. A random sample of 61 campuses was included in the study. This research was a nonexperimental, correlational, quantitative, and evaluative study. The methods included collection of quantitative data for the 2006-2007 school year regarding TAKS performance from the TEA Web site. Data for PV usage were collected from standard reports generated by DCS. Pearson r values were generated for the following comparisons: Power Video usage vs. elementary TAKS scores--reading, Power Video usage vs. elementary TAKS scores--math, Power Video usage vs. elementary TAKS scores--science, and Power Video usage vs. elementary TAKS scores--all tests. There were statistically significant correlations between the use of PV and student performance on the reading, math, and all-tests sections of the TAKS test. There were no statistically significant correlations between the use of PV and student achievement on the science portion of the TAKS test. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]