Student academic achievement results in mathematics from one middle Tennessee school district were evaluated to determine if a difference existed between growth experienced and proficiency level achieved on unit assessments and the TCAP Achieve. In addition, TCAP Achieve mathematics value added scores of middle school students with disabilities from the 16 largest districts in Tennessee were evaluated to determine if a difference existed between growth experienced and proficiency achieved. There were indications that students with disabilities which met or exceeded expected growth did not achieve the identified proficiency levels necessary to meet Adequate Yearly Progress. This study led to a recommendation that student growth be considered when evaluating the performance of the subgroup of students with disabilities. [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.]