Students with disabilities often face academic challenges while in school. They can only master academic concepts if they receive services that are appropriately monitored and assessed. This quantitative causal-comparative study analyzed the associations between academic assessment methods for students with disabilities in a local Florida school district. This analysis was conducted to ascertain whether the assessment methods are valid instruments to determine the academic proficiency of students with disabilities. To assess if there is any difference and if there is a significant relationship between the Ed Plan Progress Report, the Florida Standards Assessment, and the Florida Standards Alternative Assessment scores for students with disabilities, a quantitative methodological approach with descriptive statistics and a Fisher's Exact Test were employed. The study was conducted to compare a purposive sample of school records relative to the Individual Education Plan and state assessment scores to improve formative and summative assessments for students with disabilities. Overall, the Fisher's Exact Test results were statistically significant and indicated there is evidence that assessment type and proficiency are not independent of one another. As a result, it was warranted to reject the null hypothesis and establish an association between assessment type and proficiency. The results of this quantitative causal-comparative analysis research contribute to the literature regarding the need for a reevaluation of state and district assessments for students with disabilities. Finally, recommendations for school districts and policy makers who service this student population are further provided. [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.]