The purpose of this study was to examine the relationship between student automaticity of basic mathematics facts and their standardized test scores. Moreover, this study sought to determine the changes in student automaticity assessment results and standardized test scores in the presence of an automaticity intervention treatment for an academic year. A correlation design with a pretest-posttest paradigm was used to collect data on an automaticity diagnostic assessment and a nationally normed standardized test for middle school students in three Kentucky school districts at the beginning and end of an academic school year. No control groups were used. Descriptive statistics analysis showed significant increases in both automaticity quotient ratios and standardized test scores from fall to spring of the academic year. Increases in introduction to algebra readiness and algebra readiness were also observed. Regression analyses revealed a positive strong relationship between student automaticity quotients and standardized test scores. For each unit increase in automaticity quotient ratios, student standardized test scores increased one point. Slightly more than one third of the change in automaticity quotient ratios can be predicted from the standardized test scores, showing that automaticity is an important component for the learning of mathematics.
