The predictive validity of Coordinate Algebra common district assessments on high-stakes Coordinate Algebra end of course assessment

Formative assessments have been deemed the key to effectively measuring if students have mastered the understanding of curriculum standards. Thus, allowing teachers to use the results to tailor remediation and use other efforts to support mastery of student learning before the end of the school year has positive effects on student achievement. Students with a disability and other subgroups traditionally perform poorly on high-stakes assessments. As the National Council of Teachers of Mathematics (2013) and Sheppard (2011) explained, formative assessments can positively support the achievement of students, especially for students with a disability and other subgroups.;In this study, a quantitative approach was used to investigate the relationship between common formative assessments and a high-stakes summative assessment. The purpose was to gain a better understanding of the relationship for all students, students with a disability, and students with a disability among specific subgroups including Black, Caucasian, and Hispanic. Using a regression analysis, some relationships were found between specific common formative assessments and specific subdomains on the summative assessments. The relationship was also true for students with a disability, but not for students with a disability among the researched subgroups. Although just some of the relationships were found statistically significant, this information may be used to investigate other common formative assessments and continue to be used to increase the positive relationship between the two assessments.