Public school districts in the Mississippi (MS) Delta are under severe pressure to make rapid and adaptable changes in response to the federal legislation No Child Left Behind Act of 2001 and the MS Plan for Student Achievement: Assessment, Accreditation, and Accountability. These reform Acts require higher student performance standards and new assessment systems based on high stakes testing programs. Examined in this study are the kinds of classroom assessment techniques currently (2007-2008) used in teaching mathematics and reading in grades three through five in five school districts in the Mississippi Delta. A survey questionnaire instrument was developed to collect data from teachers. The MS Delta public school districts have high poverty rates, overwhelmingly majority-black student bodies and a very high drop out rate (U.S. Census Bureau, 2000). The statistical data analysis was executed using the Statistical Package for the Social Sciences (SPSS). Open-ended questions were scanned to find common themes, placed into categories and coded accordingly. Descriptive statistics were used to address the research questions. Although teachers used a variety of assessment techniques, portfolios, student made questions, and computer-assisted testing were seldom used. Most teachers perceived that the items on their classroom test aligned in content with items found on the Mississippi Curriculum Test. (Contains 4 tables.)