The study's purpose was to determine if a correlation existed between (a) teacher perception scores of the Expeditionary Learning language arts (EL-ELA) curriculum and teachers' Tennessee Value-Added Assessment System (TVAAS) scores, and (b) teacher perception scores of the Eureka Math curriculum and teachers' TVAAS scores. The researcher also assessed if there was a difference between the perception scores of experienced and novice teachers in both ELA and math and sought to compare the perception scores of ELA teachers to those of math teachers to determine if there was a difference between the perceptions of these groups. There were 22 participants. A Fisher's Exact test and a Kolmogorov-Smirnov test were used for statistical analysis on both median and mode scores. Results indicated no statistically significant relationships existed between teacher perceptions of the EL-ELA curriculum and TVAAS scores. Likewise, no statistically significant relationships were found between teacher perceptions of Eureka Math curriculum and TVAAS scores. No significant differences in perceptions were found between novice and experience users of scripted curriculum for math or ELA. Though there were no significant findings, one trend across the survey responses for both the median and mode calculations was noted. Implications include the need for continued assessment of teacher perspectives and mindsets to create professional development sessions for all stakeholders. [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.]