Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Prince, Debra L.

Committee Member

Taggart, Amanda

Committee Member

Franz, Dana

Committee Member

Davis, James E.

Date of Degree

5-12-2012

Document Type

Dissertation - Open Access

Major

Elementary, Middle, and Secondary Education Administration

Degree Name

Doctor of Philosophy

College

College of Education

Department

Department of Leadership and Foundations

Abstract

The nation is challenged with improving the mathematics achievement of its students. No Child Left Behind holds schools, districts, and states accountable for improving student achievement. Because high stakes tests are given at the end of the school year, schools are presented with the challenging task of developing or purchasing reliable assessments that provide accurate information describing how well students understand the skills that will be measured on the end-of-the-year high stakes tests. Curriculum based measurements are used periodically to measure student progress toward meeting objectives during the school year. The problem exists that schools are utilizing limited resources of time and money on a tool with little evidence of effectiveness in increasing mathematics scores on state assessments. The purpose of this study was to determine the relationships between the scores of the three assessments of the Mathematics-Curriculum Based Measures (M-CBM) and the scores from the mathematics MCT2 for sixth-grade students. A correlational research design is used to fulfill the purpose and test the three null hypotheses. Hypothesis 1 for this study states that there is no relationship between the August 2009 M-CBM scores and the May 2010 mathematics MCT2 scores. Hypothesis 2 states that there is no relationship between the December 2009 M-CBM scores and the May 2010 mathematics MCT2 scores. Hypothesis 3 states that there is no relationship between the April 2010 M-CBM scores and the May 2010 mathematics MCT2 scores. To test the three null hypotheses, correlation coefficients were computed using the Pearson r. The results from all three hypotheses indicated that there were moderate positive correlations between scores of the M-CBM and scores of the mathematics portion of the MCT2, with the strongest relationship being between the April M-CBM and the mathematics MCT2 scores. Further analysis was done to determine if the relationship between M-CBM and mathematics MCT2 scores continued to exist when examined by mathematics MCT2 proficiency levels. The results of this analysis indicated that relationships between M-CBM and the mathematics portion of the MCT2 scores only existed for students scoring in the proficient range.

URI

https://hdl.handle.net/11668/18188

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