The No Child Left Behind (NCLB) act, signed into law in January 2002, established a decade of test-driven school reform in an attempt to increase student achievement and reduce the student achievement gap. The state of Georgia created the Criterion Reference Competency Test (CRCT) to align with the guidelines of NCLB. This study examined longitudinal student achievement data on eighth grade math CRCT in 25 middle schools from 2002-2007 and 2008-2011 in a large suburban school district in Georgia. The study found that all subgroups increased in student achievement from the onset of NCLB in 2002-2011. Furthermore, the study found a statistically significant difference between White and Black and White and Hispanic student achievement as measured by eighth grade math CRCT using mean scale score, and "exceeds" proficiency standard. This study indicates that even though Blacks and Hispanics have made greater gains overall than Whites from 2002-2011, the minority student gains were not great enough to compensate for the large preexisting achievement gap as measured by mean scale score and "exceeds" proficiency standard. Interestingly, the "meets" proficient category indicates a reverse achievement gap between Black and White students for 2002-2007 and no statistical difference between White and Hispanic students. Moreover, no achievement gap was demonstrated for any subgroup for "meets" proficiency for 2008-2011. The achievement gap has closed for minorities in the "meets" category, while the achievement gap is still large in the "exceeds" category between Whites and Blacks and Whites and Hispanics. Minorities must make greater gains than demonstrated in the "exceeds" proficient category for the achievement gap to close in a statistically significant manner. It also demonstrates that minorities are over represented in the below basic category and underrepresented in the "exceeds" or advanced proficient category. A statistically significant difference was found between choice receiving schools and choice sending schools and between non-school choice participating schools and choice sending schools. There was no statistical difference between non-choice participating schools and choice receiving schools. The study indicates that MCSD has reduced the number of failing schools, which is the opposite of national trends. [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.]