The purpose of the current study was to determine whether there would be a difference in academic growth measured by gain scores when parents and students received a cumulative standards-based progress report. Participants included 116 fifth grade math students in a Dallas-Fort Worth Area school. Data from district assessments were used to produce a cumulative standards-based progress report, which was provided to parents and students every three weeks. The current study consisted of five research questions. The first used an independent samples t-test to determine if there was a significant difference in gain scores between the control and intervention groups. The intervention group scores were significantly higher. The second and third questions used a two-way between subjects analysis of variance to determine if the intervention results were influenced by socioeconomic factors or ethnicity. The results indicated neither had a significant influence. The fourth research question focused on the timing of the introduction of the content material. The results were varied based on timing and difficulty. The fifth research question provided parents and students with a survey which showed favorable reaction to the cumulative standards-based progress report. Additionally, an independent samples t-test was preformed to see if there was a difference in the state test scores between the control and intervention groups. The results indicated than the intervention group performed better. [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.]