The purpose of this correlational study was to investigate if, and to what extent, a predictive relationship exists between the Symphony Math®? Benchmarker (SMB growth score) and the Georgia Milestones End-of-Grade Assessment in Math (EOG Assessment) scores and if the predictive relationship was moderated by academic designation (general or special education) for 4th and 5th grade students in one Georgia school district. The conceptual framework for this study was the Response to Intervention (RtI) and Piaget's Cognitive Development Theory. The results of this study addressed the problem of the extent to which a math intervention growth score predicted state assessment results for elementary students. Using 2016-2017 archived data, statistical analysis was completed for 128 users of Symphony Math®?. The findings showed significance, F (1,126) = 7.63, p = 0.007, R2 = 0.06, indicating that approximately 6% of the variance in EOG Assessment is explainable by SMB Growth Score. SMB Growth Score significantly predicted EOG Assessment, B = 0.34, t (126) = 2.76, p = 0.007. For the second question, there was no significance for moderation in the overall variables of designation as arrived at by the Hayes Process: B = -0.17, t (124) = -0.3211, p = 0.8301. Therefore, the researcher failed to reject the null hypothesis. [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/en-US/products/dissertations/individuals.shtml.]