Schools across Mississippi are challenged with educational growth. Since the enactment of NCLB, Mississippi has been grappling with a decrease in the graduation rate among its’ public high school students. Despite all the preparation, spent funds, and professional development for teachers, many students are not being successful on required subject area tests. The purpose of this study was to determine if benchmark assessment scores could be used as a predictor of state assessment scores. This study was guided by 3 research questions and utilized 1 research design. For the purpose of this study, a simple linear regression correlational research design was used to develop an equation to determine if the ELS Biology I Benchmark Assessment scores were a reliable predictor of Mississippi Biology I SATP2 scores. Question 1 sought to determine the accuracy of the fall ELS Biology I Benchmark Assessment scores on predicting the Mississippi Biology I SATP2 for high school students. Question 2 sought to determine the accuracy of the winter ELS Biology I Benchmark Assessment scores on predicting the Mississippi Biology I SATP2 for high school students. Question 3 sought to determine the accuracy of the spring ELS Biology I Benchmark Assessment scores on predicting the Mississippi Biology I SATP2 for high school students. Data analyses results indicated a statistically significant model for predicting Mississippi Biology I SATP2 scores for each of the benchmark assessments. Although the fall administration was statistically significant, it was not very accurate in predicting SATP2 scores. It was determined that the ELS Biology I Benchmark Assessment could accurately predict scores on the Mississippi Biology I SATP2 for high school students. The study concluded with recommendations for future research, especially in the area of science.

This study examined how Math-Curriculum Based Measurement (M-CBM) benchmark assessment scores predict fifth grade math Standards of Learning (SOL) assessment scores.  Three school districts participated in the study by providing student data on math benchmark assessments and fifth grade math SOL assessment scores. Scores were organized and analyzed to determine the level of prediction between the two data sets. The results of the study indicated that M-CBM benchmark assessments were good predictors of fifth grade math SOL assessment scores. A second purpose of the study was to measure the differences in the capacity of three different M-CBM benchmark assessments in predicting fifth grade math SOL assessment scores. The three school districts used M-CBM benchmark assessments that varied in the method of creation and the type (commercial, teacher created, released test item) to develop the assessments. The findings show the M-CBM benchmark assessments created by teachers were better predictors of student scores on the fifth grade math SOL assessment followed by released test items and the commercially developed assessments. The third goal of the research study was to determine if there were differences in costs associated with three different M-CBM benchmark assessments. The reported costs for each of the three assessment types were analyzed but the gross cost per student did not accurately reflect the total costs involved in creating, operating, and/or maintaining the M-CBM benchmark assessment systems in any of the three districts. A literature review identified contributions in the field in the areas of assessment, Curriculum Based Measurement (CBM), and predicting student performance. The research design was quantitative and the school district data collected was over the 2009-2010 school year.  Recommendation for future research was to focus on the implementation methods and utilization of M-CBM benchmark assessments by teachers to modify instruction. Possible research on how the benchmark data can be utilized or converted into a practical classroom predictor of SOL assessment outcomes was recommended also. / Ed. D.