In order to meet accountability standards, many states across the nation have spent large portions of their state and federal budgets purchasing the best reading and mathematics educational programs to ensure students are successful on state assessments (Simpson et al., 2004). One such research-based program is CBM or curriculum-based measurement (Tindal, 2013). For several years, the focus of CBM has been reading. With effective results of using reading CBM as “measures to predict success on state standardized assessments,” many school districts are applying this same strategy to mathematics (Wiley & Deno, 2005, p. 209). This study analyzed end-of-year scores on a second grade mathematics CBM to predict student mathematics performance on the third grade Georgia mathematics CRCT. The participants in the present study were 1,016 third grade students from nine schools within five school districts in south, central, and north Georgia. Correlational research with a predictive design was used to determine if 2013 end-of-year CBMs Mathematics Computation (M –COMP) or Mathematics Concepts and Application (M-CAP) results in second grade can predict student mathematics performance on the spring 2014 third grade Georgia mathematics CRCT. Simple linear regression analyses were used to determine which second grade assessments predict third grade CRCT mathematics scores. The results of the analyses indicated that scores on the 2014 third grade Georgia mathematics CRCT were positively related to scores on both the M-COMP and M-CAP assessments. The regression results even showed that the M-COMP or M-CAP could possibly be a predictor to the results of the Georgia mathematics CRCT. Students who scored low on the M-COMP and M-CAP tended to score lower on the mathematics CRCT. In turn, the study revealed that students who scored higher on the M-COMP and M-CAP tended to score higher on the mathematics CRCT.