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The purpose of this quantitative, nonexperimental correlational study was to determine whether performance on the English II EOC was significantly associated with ACT English and Reading subtest outcomes in East Tennessee school districts. The theoretical framework was Cognitive Learning Theory, which allowed for interpretations based on cumulative learning impacts as evidenced through vertically aligned standardized assessments. The research questions sought to determine the extent to which Tennessee students’ English II End-of-Course test scores correlate with their English and Reading subtest scores on the ACT. The sample consisted of 11 years’ worth of public aggregated district-level data representing 19 districts in the designated region. Archival secondary data obtained from the Tennessee Department of Education included English II EOC proficiency outcomes and corresponding average ACT English and Reading scores. Statistical procedures included Pearson’s product–moment correlation, two-tailed tests, and assumption testing. Findings indicated a statistically significant positive relationship between English II EOC scores and ACT English and Reading subtest scores, suggesting that higher performance on the EOC was associated with higher ACT English and Reading outcomes. Interpretations inform curricular planning, professional development, and assessment practices. Recommendations for further research include examining additional assessment correlations, conducting subgroup analyses, and expanding the investigation statewide to evaluate generalizability.