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<p> The purpose of this study was to determine if a difference existed between student learning, using the Missouri Assessment Program (MAP), and Professional Learning Community (PLC) implementation within fifth-grade populations in the state of Missouri. The following research questions were utilized to drive the research: What is the difference in MAP communication arts scores for fifth-grade students in Missouri districts that have adopted the Missouri PLC model as compared to those that have not adopted the Missouri PLC model? What is the difference in MAP math scores for fifth-grade students in Missouri districts that have adopted the Missouri PLC model as compared to those that have not adopted the Missouri PLC model? What are the perceptions of administrators of Missouri PLC districts regarding the Missouri PLC program and student achievement? Three years of math and communication arts data were analyzed in this study. Yearly mean scores were compared by applying a <i>t</i>-test to determine if a statistical significance existed between PLC implementation and student learning. Missouri PLC exemplary schools' data were analyzed and compared to data of like-demographic, non-PLC implementing schools. The data revealed, in the area of communication arts, no statistical significant difference in student achievement between PLC exemplary schools and non-PLC schools. These findings led to the decision to not reject the null hypothesis and not support the alternative hypothesis. A statistical significant difference was found in the area of math, and an overall conclusion was drawn that supported the alternate hypothesis and rejected the null hypothesis. In addition, interviews were conducted with Missouri PLC exemplary school administrators to gain perspectives into the daily successful workings and effect of the Missouri PLC model on student achievement. Administrators from the PLC exemplary schools attributed gains in student achievement to PLC implementation.</p>

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<p> Much research has been done on the correlations between SAT and ACT scores and student performance in college. However, research into independent school practices reveals little has been done at this level. The test many independent schools use is the ISEE (Independent School Entrance Exam). To date, no local or national research has been done on the correlation of ISEE scores and student performance. The purpose of this study was to analyze the school's historical entrance test scores and conduct research to determine how well they correlate with students' success at the school, specifically with freshmen end of year weighted GPA. </p><p> Data were gathered for all current, graduated, withdrawn, and expelled students from 2005-2012. For each student, the data included the ISEE scores in verbal reasoning, quantitative reasoning, reading comprehension, and mathematics achievement. Also gathered was each student's 9^th grade weighted cumulative GPA. Seven extracts were performed to identify students who were new freshmen to the high school beginning with 2005. </p><p> The study concluded that the test scores are not the best predictor of student success, but they are a factor to be taken into consideration. Regression analysis revealed a weak positive relationship among the four ISEE sub scores and end of year freshman weighted GPA. Combined, the four showed that 30% of the variability of GPA can be attributed to the testing results. </p><p> Not easily measured, admission decisions are a delicate balance of qualitative and quantitative measures. </p><p> The school will use the research as a guideline for admission decisions and use caution in proceeding in the overuse of test scores as a large mitigating factor. It is known that there is a relationship but decision-makers must take a holistic approach.</p>

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