This quantitative, ordinal logistic regression study aimed to explore the relationship between the implementation of personalized learning and special education students' progress measures on STAAR. Another purpose was to determine if teachers' perceptions of implementation, using Olofson's survey, can predict the growth on STAAR. The conceptual framework driving this study was the aligned school model. The problem to be addressed in this study is that special education students consistently earn lower standardized test scores than traditional students when taught traditionally, demonstrating a widening academic gap. The study used data from the Summit platform, STAAR progress measures from 2019-2021, and teachers' perceptions of their implementation of personalized learning. An ordinal logistic regression analysis was utilized to determine if a relationship existed between students' STAAR progress measure, the Summit data, and teachers' survey results. Although all variables showed significance, the null hypotheses were rejected. Therefore, implementation of the PL program, number of mentoring sessions, length of mentoring sessions, and the frequency of accommodations has no statistically significant relation to SPED students' STAAR progress measure. As well as, teachers' perceptions of PL implementation have no significant impact on SPED students' STAAR progress measures. The results of this study did not support Summit School's research that personalized learning, if implemented with fidelity around the aligned school model framework, would allow all students to show progress. Further research can be conducted focusing on the longevity of students in the program, programs from other districts, and how that relates to student progress. School leaders can also work to strengthen the professional development of teachers using personalized learning and provide continual support for this new way of teaching. [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.]