#### Anticipated Date of Graduation

Summer 2021

#### Document Type

Thesis

#### Degree Name

Master of Science in Mathematical Sciences

#### Department

Mathematics

#### First Advisor

Douglas Darbro

#### Abstract

Students enrolled in a public school in the state of Ohio are required to take the Algebra I end of course assessment while enrolled in an Algebra I class and are required to take the ACT during the spring of their junior year. The Algebra I assessment is part of the Ohio graduation requirements with a specific score needed for graduation. Many colleges require an ACT score for entrance to their school and some college scholarships require a specific score to apply and/or receive the scholarship. Due to the necessity of certain scores on these assessments, educators and students are likely to be motivated to achieve higher scores. Determining a relationship between these two assessments as well as the relationship with the Algebra I assessment and student demographics on the ACT would be useful to educators and students. This study was completed using student data on the Algebra I assessment, ACT, and student demographics of high school students at Piqua High School. Students that were included were not involved in the study, only their data was used which was compiled by the Piqua City School District curriculum director. Data came only from students that were a part of the 2021 senior class, had taken the ACT between December 2019 and December 2020. Data collected included the Algebra I assessment score, ACT composite score, ACT mathematics section score, and student demographics. Student demographics included were gender, race/ethnicity, future educational aspirations, math class the student was enrolled in when they took the ACT, socioeconomic status, and exceptionality of a student. The research found that there is a simple linear regression relationship between the Algebra I score and ACT composite score, with a positive slope. There is also a simple linear regression relationship between the Algebra I score and ACT mathematics section score, with a positive slope. When determine which student demographics along with iv the Algebra I score can help predict the ACT composite score, it was found that only the math class a student was enrolled in is a significant predictor. It was also found that when controlling for the Algebra I score, the math class a student was enrolled in has a significant effect on the ACT composite score. This study found there is a positive relationship between the Algebra I assessment and ACT scores, therefore students and educators can use this to potentially help improve ACT scores. Since it was found that the math class a student is enrolled in can affect the ACT, it might be beneficial for students to use this fact to help improve their ACT score if desired.

#### Recommended Citation

Mullen, Jami, "Predicting ACT Scores from Ohio State Algebra I Assessment Results and Student Demographics" (2021). *Master of Science in Mathematics*. 5.

https://digitalcommons.shawnee.edu/math_etd/5