Correlation between 8th grade mathematic CMT scores and mathematic CAPT scores

Correlation between 8th grade mathematic CMT scores and mathematic CAPT scores

Introduction:

Standardized testing, specifically “high-stakes testing”, has become a topic of debate for many years. “High-stakes testing” is associated with states that require successful performance on a standardized test for graduation, an “exit exam”. Is this the trend in public education? As an educator in Connecticut, should I expect “high-stakes testing” in the future?

The State of Connecticut Legislature created a statue (Section 10-14n) that mandates statewide standardized testing for students in 4th, 6th, 8th and 10th grade. The tests assess performance tasks and a set of specific skills, which are aligned with the Connecticut Common Core of Learning and National Standards. Students are evaluated against that set of specific skills, not each other (Connecticut Mastery Test Program Overview 14). In 4th, 6th and 8th grade, students take the Connecticut Mastery Test (CMT) and the Connecticut Academic Performance Test (CAPT) is administered in 10th grade. The movement for standardized testing began in 1985 with the CMT and the testing trend continued with CAPT in 1994. The State of Connecticut touts the purposes of the tests are to monitor student progress, identify students for remediation, to promote accountability and equitability between/within school districts and to improve instruction/curriculum. Until 2001, the tests were not supposed to be used as tool for promotion or graduation. In the 2001, school districts were mandated to create a specific set of criteria for graduation, with CAPT as one component but not the sole component (Connecticut Assessment Performance Test Overview 8). If the trend continues, Connecticut will have “...

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