The purpose of this research was to evaluate the Memphis City Schools (MCS) Division of Exceptional Children through an assessment of the proficiency gap between K–12 students with and without disabilities on state tests. The study consisted of a causal-comparative research design, with disaggregated data that was taken from standardized test results garnered from the Tennessee Department of Education (TNDOE) annual report cards regarding the percentages of students with and without disabilities in grades K–12 deemed as below proficiency, and having proficiency or advanced proficiency and meeting current standards. Using 2 measures (mean and mode) of central tendency on the Criterion Referenced Tests (CRTs), Middle Grades Writing Assessment (MGWA), Tennessee High School Graduation Tests (THSGTs or Gateway exams), and Tennessee High School Writing Assessment (THSWA), this study compared the 2 groups. The comparisons were made by test type, subject area, grade level, and school type. The study found that the MCS Division of Exceptional Children needs to reevaluate the current delivery of services and better align those services for the students with disabilities in the district. The mean for both elementary- and middle-school math achievement gap for 2005-06 was 40.03%. The mean for both the elementary- and middle-school reading achievement gap for 2005-06 was 30.51%. It appears that MCS is leaving students with disabilities behind in meeting essential reading and math standards set forth by the No Child Left Behind (NCLB) Act.