This study examined the strength and the direction of the relationships between student (i.e., socioeconomic status, attendance, and gender) and school variables (i.e., formative assessment usage and ASI classification) found in the extant literature to influence student achievement in language arts and mathematics. Analyses were conducted using simultaneous multiple regression models. All student data explored in this study pertained to 670 students in Grade 8 enrolled in four middle schools located in a suburban/urban central New Jersey community during the 2008-2009 academic school year. The results of the study revealed each school produced a combination of site specific results and results common across sites regarding the strength of each independent variable to predict student achievement. [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.]