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.

The purpose of this study was to explore the impact of teacher professional development on student achievement measured by scores on curriculum-based assessments, CBAs. The participants in the study included 260 3rd, 4th, and 5th grade math and science teachers. Teacher participation in professional development courses was collected for curriculum, instruction, differentiation, assessment, technology integration, and continuous improvement credit types. Achievement data for 8,454 students was used: 2,883 in 3rd grade, 2,752 in 4th grade, and 2,819 in 5th grade. The dependent variable of student achievement was dichotomized at the median: half of the student participants scored above the median and half of the students scored at and below the median. A series of logistic regression models were fit to the data that included examining all main effects and interaction terms among all variables to determine the best fitting model. The results of this study indicate that for 4th grade science, teacher professional development participation in curriculum, instruction, and differentiation credit strands increased the chances for students to score above the district median on CBAs. The larger number of professional development hours in a variety of credit strands had a negative impact on student achievement in 4th grade science. In 5th grade science, the students whose teacher spent more hours in professional learning for continuous improvement had an increased likelihood of scoring above the district median on CBAs.