We examined the Standards of Learning mathematics scores and in-class grades for a rural Virginia county public school system. We looked at third, fourth, fifth, sixth, and seventh grades as well as Algebra I, Algebra II, and Geometry classes. The purpose of this was to determine whether or not there is a strong correlation between the Standards of Learning and the students' in-class grades. Had a strong enough correlation between the Standards of Learning and in-class grades been found we would have used only the in-class grades to predict the Standard of Learning test scores. However, we found that the students' in-class grades are not the only predictor of the Standards of Learning test scores. With the coefficient of determination ranging from 6.8% to 84.4%, this indicates that at best 84.4% of variation in the response is explained by the model for Algebra II and at worst only 6.8% for Algebra I.
","abstract_html":"<p>We examined the Standards of Learning mathematics scores and in-class grades for a rural Virginia county public school system. We looked at third, fourth, fifth, sixth, and seventh grades as well as Algebra I, Algebra II, and Geometry classes. The purpose of this was to determine whether or not there is a strong correlation between the Standards of Learning and the students' in-class grades. Had a strong enough correlation between the Standards of Learning and in-class grades been found we would have used only the in-class grades to predict the Standard of Learning test scores. However, we found that the students' in-class grades are not the only predictor of the Standards of Learning test scores. With the coefficient of determination ranging from 6.8% to 84.4%, this indicates that at best 84.4% of variation in the response is explained by the model for Algebra II and at worst only 6.8% for Algebra I.</p>","abstract_has_math":false,"creators":["Fuller, Randetta Lynn"],"institution":null,"degree_name":"MS (Master of Science)","degree_level":"Thesis - unrestricted","degree_discipline":"Mathematical Sciences","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-08-13T07:00:00Z","date_published":"2010-08-13T07:00:00Z","updated_at":"2026-07-24T02:20:42Z","subjects":["statistics","comparative","Standards of Learning","Institutional and Historical","Physical Sciences and Mathematics","Statistics and Probability"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/1737","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Fuller, Randetta Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2010-08-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Mathematical Sciences"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MS (Master of Science)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["statistics","comparative","Standards of Learning","Institutional and Historical","Physical Sciences and Mathematics","Statistics and Probability"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/3092/viewcontent/FullerR081610f.pdf","https://dc.etsu.edu/etd/1737"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["We examined the Standards of Learning mathematics scores and in-class grades for a rural Virginia county public school system. We looked at third, fourth, fifth, sixth, and seventh grades as well as Algebra I, Algebra II, and Geometry classes. The purpose of this was to determine whether or not there is a strong correlation between the Standards of Learning and the students' in-class grades. Had a strong enough correlation between the Standards of Learning and in-class grades been found we would have used only the in-class grades to predict the Standard of Learning test scores. However, we found that the students' in-class grades are not the only predictor of the Standards of Learning test scores. With the coefficient of determination ranging from 6.8% to 84.4%, this indicates that at best 84.4% of variation in the response is explained by the model for Algebra II and at worst only 6.8% for Algebra I.
"]},{"key":"dc:title","label":"Title","values":["A Comparative Study between the Standards of Learning and In-Class Grades."]}]}],"canonical_facts":{"dc:creator":["Fuller, Randetta Lynn"],"dc:date.issued":["2010-08-13T07:00:00Z"],"dc:description.abstract":["We examined the Standards of Learning mathematics scores and in-class grades for a rural Virginia county public school system. We looked at third, fourth, fifth, sixth, and seventh grades as well as Algebra I, Algebra II, and Geometry classes. The purpose of this was to determine whether or not there is a strong correlation between the Standards of Learning and the students' in-class grades. Had a strong enough correlation between the Standards of Learning and in-class grades been found we would have used only the in-class grades to predict the Standard of Learning test scores. However, we found that the students' in-class grades are not the only predictor of the Standards of Learning test scores. With the coefficient of determination ranging from 6.8% to 84.4%, this indicates that at best 84.4% of variation in the response is explained by the model for Algebra II and at worst only 6.8% for Algebra I.
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