Date of Conferral







Jesus Tanguma


Prior research in mathematical assessments has indicated varying results of predictive variables and further research has been recommended to support students, parents, teachers, and school administration. The purpose of this research was to determine how well a student’s performance on a mathematics domain at the state level may be predicted based on student’s midyear and end of the year assessment scores, race, gender, and socioeconomic status. The constructivist theoretical foundation was reviewed because of the impact that this theory has on the assessments being researched. Archival records (n = 100) for eighth grade students were received from suburban South Florida charter school and analyzed using multiple linear regression analysis. The results of the multiple linear regression were significant, F(5, 94) = 32.289, p < .001, and R2 = 0.632. Midyear score (t = 5.115, p < .0001), and end of year score (t = 3.92 p < .0001) significantly predicted overall state score. Similarly, midyear score (t = 2.271=, p < .05), and end of year score (t = 4.005, p < .0001) significantly predicted the geometry state score, F(5, 94) = 8.753, p < .001, and R2 = 0.318. Furthermore, the algebra state score was significantly predicted with F(5, 94) = 19.478 p < .0001, and R2 = 5.09, midyear score (t = 4.997, p < .0001), and end of year score (t = 4.493, p < .0001). Finally, midyear score (t = 3.156, p < .05), and end of year score (t = 2.449, p < .05) significantly predicted the number sense state score, F(5, 94) = 6.384, p < .0001, and R2 = .254. Race, gender, and socioeconomic status did not provide predictive value for any of the regression models. These results may have the potential of providing positive social change by adding confidence and support to all stakeholders.