The purpose of this study was to compare scores students received on the eighth grade EXPLORE test in math and English to scores received in English 9 and Algebra I on both the End-of-Course (EOC) test and the final average in those courses. These scores were taken from a rural East Tennessee High School and the middle schools that feed into the high school. Data were collected over a 2-year period (2012 – 2014). Students who had a score in eighth grade and a corresponding score in ninth grade were included. All others were omitted. A series of Pearson correlations were conducted between EXPLORE scores in Math and English with final averages in English 9 and Algebra I and EOC scores in English 9 and Algebra I. An independent samples t test was conducted to determine whether the mean scores on the EXPLORE English and math test, mean scores for English 9 and Algebra I final averages and mean scores for EOC exams in English 9 and Algebra 1 differ between female and male students. Based on the findings of this study, the score received on the eighth grade EXPLORE in English has a strong positive correlation to the score received on the English 9 EOC and the final average in English 9. The same was true for the score on the EXPLORE in math, it also had a strong positive correlation to the score received on the Algebra I EOC and the final average in Algebra I. Additionally gender has an impact upon English 9 final averages, English 9 EOC scores, Algebra I final averages and EXPLORE scores in English, with female students scoring higher than male students in those categories. Conversely gender did not have an effect on Algebra I EOC scores or EXPLORE scores in math.

Educators need clear, actionable data to help them understand students' current levels of performance and students' probable trajectory toward college- and career-readiness in math if they are to make informed programmatic decisions to shape that trajectory. This study explored the relation between CBM-math in Grade 7 as a one-point, teacher accessible measure of student math skill and the students' performance on the Grade 8 EXPLORE-math test, a large-scale achievement test linked to one set of college- and career-readiness benchmarks. Results indicated that a moderate positive correlation and predictive relation exist between CBM-math and EXPLORE-math. Information was disaggregated by gender and for subgroups, including students eligible for special education, free or reduced meals, and English language development services. No difference in means for male and female students on either measure was identified, but eligibility for special education or for free or reduced lunch was associated with lower performance on both measures. Insufficient numbers of ELD students hindered detailed analysis, but none of the ELD students included in the study achieved the EXPLORE benchmark or the CBM normalized cut score based on the 40th percentile. An ROC analysis showed that easyCBM consistently predicted students who did not meet the EXPLORE benchmark, although results indicated that a higher cut score on easyCBM may be a more consistent predictor. The study adds to validity research on CBM and may be useful for educators seeking to identify students at risk of missing achievement benchmarks and make programmatic decisions to ensure students are on track to be college- and career-ready in math.