The purpose of this quantitative evaluation was to determine if student assessment scores and teacher evaluation scores were affected by the use of i-Ready, a computer-based instructional program. To provide an overall teacher perspective of the i-Ready program and its effectiveness in this study, the following were used: (1) A nonparametric test on i-Ready predictions and (2) Chi-square test to determine any associations between variables. Four hundred seventy-seven students and seven general education teachers in grades three through five in an urban elementary school in Florida participated in this study. The findings of this study showed the following: i-Ready was a strong indicator of how students would perform on the Florida Standards Assessment (FSA); there were no significant differences between the unregulated and regulated use of the program for grades three and five; there was no association between i-Ready usage and student FSA scores; and teacher evaluation scores showed no variance from year to year. Data suggested that i-Ready could be used to supplement instruction, modify instruction to meet individual student needs, and expose students to standards at various levels of rigor. Educational stakeholders should focus the attention on building capacity, student engagement, data disaggregation, and professional development to help improve student mathematics achievement. It is recommended that there is an evaluation of the program's effect on primary grades, and an evaluation of the program's effect on elementary schools with (1) a variety of ethnicities and (2) schools with a majority white demographic.