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.

No description available.