This dissertation examined the relationship between 17 secondary school teachers' participation in professional development to learn to align targets and tasks with standards and their students' achievement. This study explored the extent to which secondary school teachers who attended professional learning communities aligned targets and tasks with standards in the classroom and the relationship between aligning targets and tasks with standards and student achievement as measured by student achievement on district quarterly assessments. The researcher analyzed archival walkthrough data and archival student achievement data using paired t-tests from before and after secondary teachers participated in professional development to improve their ability to align targets and tasks with standards. An analysis of the data revealed a statistically significant difference in teachers' ability to align targets and tasks with standards after participation in professional development. Likewise, a statistically significant relationship was noted between teachers' participation in professional development to learn to align targets and tasks with standards and an increase in student achievement when assessment data from all subjects explored in the study were considered together. [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.]