Date of Award

5-2020

Degree Type

Thesis

Degree Name

Departmental Honors

Department

Mathematics and Statistics

First Advisor

David Olsen

Abstract

Testing is an integral part of measuring education. If used properly SAT scores can be compared across the nation, and statewide tests can compare different school districts to each other if done properly to avoid certain pitfalls (Fetler, 1991). However, if tests do not have a significant impact on a student, their motivation to take the test will be low and test quality cannot be assumed. When the state funds two separate tests for their students but only one has a significant impact on the student, how should the scores for each test be used, and is it okay to compare the two tests. This analysis focuses in on Madison school District in Rexburg, Idaho where there has been a long-standing tradition of giving students the right to opt-out of the statewide test, the Idaho Standardized Achievement test (ISAT), without there being any consequences to the students in that regard. As the state also gives each student the opportunity to take the Scholastic Aptitude Test (SAT), which doubles as a graduation requirement and a college entrance exam, the district typically uses those scores to assess the aptitude of the students year to year. This study compares the scores from the two tests to see if they align, using transformed scores and a paired t-test, as well as generalized linear model to observe if gender has any impact on the relationship between the two scores.

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