Thirteen percent of the 2008-2009 senior class in one southeastern state did not pass the science portion of the state's high school graduation test. Another 5% failed to pass the math portion of the graduation test, leaving these students unable to obtain a high school dipolma. The purpose of this nonexperimental quantitative research study was to examine whether a statistically significant correlation existed among student achievement scores on the earlier End-of-Course Tests in math and science courses and student achievement scores on the math and science subtests of the state's high school graduation test. This research was framed by cognitive learning theory, which explains that learning and development are social processes relying on previous knowledge, an essential element in student achievement. Archival data stored in school records from a convenience sample of 448 twelfth grade students enrolled during the 2009-2010 school year were analyzed using Pearson r. Results showed that a statistically significant correlation exists among student achievement scores on the math and science End-of-Course Tests and student achievement scores on the math and science portions of the state's graduation test. Findings suggest that success on the prerequisite math and science tests are related to success on the graduation test. Therefore this study recommends that students who do not meet expectations on previous math and science tests may benefit from interventions to help them prepare for success on the graduation test. This study has the potential to provide positive social change as schools use this information to increase student achievement on standardized tests, thereby increasing student confidence, dignity, well-being, and continued success in future educational endeavors.