| High-stakes assessment of student achievement has been pervasive in the culture of the educational system in the United States, especially with the No Child Left Behind legislation of 2001 (U.S. Department of Education, 2002). This study examined the relationship between the seventh grade Tennessee Comprehensive Assessment Program (TCAP) Mathematics Achievement Test and the high school Gateway Mathematics Test (Tennessee Department of Education, 2002), two such high-stakes exams in Tennessee. Statistical analysis was conducted to determine the relationship between seventh grade achievement test scores, seventh grade achievement test proficiency levels, Gateway Mathematics Test scores, and Gateway Mathematics Test proficiency levels. Demographic data was also analyzed. An ex post facto research design was used to study the test scores and levels of sixty-five students from five high schools in Memphis City Schools. Multiple regression analyses were used to verify the correlations in the study and to establish the strength of such relationships. The results of this study indicated that test scores, grades, and proficiency levels were intercorrelated significantly, with proficiency levels and Gateway levels having the highest positive correlation. Given the dramatic implications of students not passing their Gateway exams and, therefore, not receiving high school diplomas, data must be used to predict which students are at risk so that strategies can be implemented to assist these students. This study is only the beginning of utilizing the numerous assessments that are currently mandated for predictive and prescriptive means. Students of color, students with disabilities, English language learners, and economically disadvantaged students are now receiving the attention needed to close the achievement gaps that exist between these students and their counterparts. However, educators must find ways to proactively and aggressively use the data to improve teaching and learning for all students. |
