Anticipated Date of Graduation

Spring 2024

Document Type

Thesis

Degree Name

Master of Science in Mathematical Sciences

Department

Mathematical Sciences

Abstract

Students spend a lot of time being tested on what they have learned, when that time might be better spent on more learning. Because of the stakes attached to state end of year testing, many school districts have started requiring students to take additional benchmark assessments to help them figure out who will need more help in order to pass. One large school system in Virginia has recently begun to require students to take the Math Inventory test at least two times per year. Anecdotal data from teachers who gave it the first year suggested that there may be problems with the test, prompting this research. Data was collected from all Algebra 1 students at an ethnically diverse target high school within the aforementioned school district, including Math Inventory scores for fall and spring, SOL (Virginia Standards of Learning) scores, end of course grades, socioeconomic status, and ethnicity. A linear regression model was found to be statistically significant in predicting spring SOL scores from fall Math Inventory scores. Also, a logistic regression model was found to be statistically significant in predicting a student’s success in Algebra 1 (passing both the class and the SOL) from a student’s fall Math Inventory score and ethnicity. However, inconsistencies were found between the spring Math Inventory scores and other spring data (SOL scores and end of course grades), suggesting that there may be a problem with the assumptions or perhaps the administration of the test. Recommendations are to use the Math Inventory in the fall to predict SOL scores and success in Algebra 1 at the target high school. It is not recommended that this model be used at other schools, as the target school is different from other schools in the area both ethnically and socioeconomically. However, this process could be used at other schools to create their own models to predict spring scores. Additionally, the results imply that either further research should be conducted on the spring administration of the Math Inventory (possible inconsistencies in how it is given, student and teacher motivation, etc.), or the spring administration of the Math Inventory should be discontinued.

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