This study analyzed the effect of teacher-student relationships on the Virginia Standards of Learning (SOL) math scores for grades six and seven. Data were studied to determine if an increase in student achievement was related to the often-overlooked interpersonal human relationships between teachers and students. The researcher expected to find a correlation between positive teacher-student relationships and an increase in standardized test scores. The researcher analyzed the data of student scores in rural middle school mathematics\u27 class and teacher characteristics to determine if a relation existed between student achievement and positive teacher-student relationships. The American version of the Questionnaire on Teacher Interaction (QTI) was used to collect information on teacher-student relationships from the student point of view and was correlated to end-of-year math SOL test scores. The participants were sixth and seventh grade students who answered questions about the mathematics teacher. The results of the survey were then compared to the year end Standards of Learning Mathematics Test. The survey answers were compiled using a pre-set number organization that grouped the answers into the eight different teacher characteristic categories. In review of the overall percentages, it appeared that the students found the teachers in this mathematics-teaching group to have strong skills in leadership, helpfulness, dissatisfaction, and uncertainty. In the teacher categories, leadership, helpfulness, dissatisfaction, and uncertainty, there was a significant correlation between the Virginia Standards of Learning passing test scores and teacher categories
