Federal and state mandates for public education have a long history of changes that have occurred over the past thirty-four years since the publication of "A Nation at Risk" in 1983. Since then, educators have continued to raise student achievement levels to meet the growing demand to compete in a global society. Research has shown the need for improvement in public education, and according to Hattie (2012) one of the best ways to increase student achievement is for teachers to provide effective feedback before, during, and after instruction. The purpose of this study is to determine the relationship between providing specific formative feedback to fourth and fifth grade students as measured through teacher responses in Google Classroom and reading response logs and the students' academic achievement in writing as measured by a district-adopted scoring rubric. In addition, data will be collected from students and teachers regarding their perceptions of the relationship of specific teacher feedback on writing assignments and student achievement in a fourth and fifth grade academic setting. Finally, the study will focus on the relationship between positive teacher-student relationships and the impact on student performance in writing. The conceptual underpinning of the study included two theories that applied to adult learning and provide a framework for this study: Andragogy (Adult Learning Theory) and Expertise Theory. The findings from this study will be used to plan professional development opportunities around how to provide students with effective feedback. [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.]