In this article, we examine student achievement on the 9th grade Texas Assessment of Knowledge and Skills (TAKS) mathematics examination based upon the lexile measure score for each student �tested. Multiple class sections taught by the same teacher were utilized in order to keep the possible confounding variables to a minimum. This study supports and expands the results of recently published articles, which focus on the relationship between mathematics achievement and lexile measure scores. Using an ex-post facto design and the Spearman Rank � Order Correlation Test (Spearman�s Rho ), the study shows a significant statistical relationship �between the student lexile measures and the score earned on the 9th grade TAKS Mathematics examination.

mathematics achievement, lexile measure, TAKS examination.