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WSU Access

Date of Award


Degree Type


Degree Name



Educational Leadership and Policy

First Advisor

Frances LaPlante-Sosnowsky


The study examined the relationship between mathematics achievement as measured by standardized test scores and grade distribution among high schools in a large urban school district to determine if MEAP and MAT 7 scores reflect student outcomes in key courses. Statistical analysis was used to determine the relationship between student outcomes in key courses and standardized tests. An ex post facto research design using previously collected data was used in this study. The dependent variables included in this study were drawn from two sources, the school district records and the Internet. These analyses used Pearson product moment correlations. Twenty-seven high schools were included in the study that provides educational services to approximately 35,000 students. The high schools included in the study were divided into neighborhood schools (n = 20), schools of choice (n = 5), and comprehensive career/technical schools (n = 2). Three research questions guided the study. The findings supported the importance of mastering Algebra 2, Geometry 2, and Algebra 4 to achieve success on standardized tests. The grade point averages in these classes were strongly correlated in a positive direction with student performance on the tests; therefore, leading to the conclusion that increased student achievement in these classes can serve a key role in improving test performance in mathematics on standardized tests. The urban high school mathematics student outcomes in key courses are similar to the MEAP results. Students who received low grades also earned low scores on standardized test and students who received high grades performed well on standardized tests.

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