This study examines the relationship between Individualized Education Program (IEP) goal content and quality and the education outcomes for students in elementary school with complex support needs (CSN) in Utah, focusing on grades three through six. The investigation explores whether the alignment of IEP goals with alternate state standards and their written quality predict end-of-year Dynamic Learning Maps (DLM) achievement results in English Language Arts (ELA) and mathematics. The study analyzed IEP goals and DLM performance profiles, which rated proficiency on a four-point scale from 1 (Emerging) to 4 (Advanced). Goals were evaluated for alignment with Essential Elements (EE) state standards and for written quality characteristics. Statistical methodologies respecting the ordinal nature of DLM scores, including the Mann-Whitney U test, Spearman's correlation, and ordinal logistic regression, were employed to analyze the data. Findings revealed positive relationships between the proportion of aligned goals and DLM proficiency in both subjects. Higher written quality ratings of aligned goals also correlated positively with DLM proficiency in ELA and mathematics. Ordinal regression analysis indicated that the proportion of aligned goals had a significant impact on DLM scores, with higher alignment and quality of IEP goals associated with better proficiency levels in both academic areas. The study underscores the importance of aligning IEP goals with academic standards to enhance academic outcomes for students with CSN. [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.]