Date

4-2014

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Vivian Jones

Disciplines

Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Instructional Media Design

Abstract

The purpose of this correlational study is to understand the relationship between end-of-course grades as assigned by teachers and standardized end-of-course scores earned by students in Algebra, Geometry, Biology, Physical Science, and U.S. History courses at one virtual charter school in the State of Georgia. Pearson Product-Moment Correlation analyses were performed to determine if there is a statistically significant relationship between the numerical score earned in a course and the score earned on the required End of Course Test (EOCT) for subject of study. Separate Pearson Product-Moment Correlation analyses were run for students in disability subgroups. The Pearson Product-Moment Correlation analyses provide the researcher with a correlation coefficient, which allowed the researcher to determine the strength of the relationship. McNemar chi squared test on paired proportions were conducted to determine the association between pass rates (earning a 70% or higher) in the course and pass rates (earning a 70% or higher) on the required EOCTs. The results indicated that there is a significant positive correlation between passing a course and passing the mandatory End of Course Test. There was not a significant correlation for students with disabilities in the subjects of Ninth Grade Literature, Geometry and Physical Science. The results also indicated that there was a significant association between passing a course and passing the EOCTS for all subjects except Ninth-Grade Literature.

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