In the United States, standardized tests are used to ensure that students are provided with the same essential knowledge their peers are getting. Standardized tests not only show children’s academic performance, but also demonstrate how the teachers are performing in comparison to other schools. The No Child Left Behind Act was created to help schools provide adequate resources for both the teachers and students in higher need schools. Massachusetts’ standardized tests are called the MCAS (Massachusetts Comprehensive Assessment System). The MCAS allows the Commonwealth to evaluate each school’s and district’s results in English Language Arts, Mathematics, and Science/Engineering/Technology in the elementary and secondary grades. This thesis assesses and compares the results of the school districts of Dartmouth, New Bedford and Westport’s MCAS scores in the English Language Arts, Mathematics, and Science/Engineering/Technology for grade 5, grade 8, and grade 10. I analyzed several different years for each MCAS subject and compared it to demographics of each school district to identify whether or not that has an effect on the students’ scores. My goal for this thesis was to find common characteristics of schools that perform better on the Science/Engineering/Technology MCAS.
Elementary and Early Childhood Education
Dr. Nicole Glen, Thesis Advisor
Dr. Jeanne Ingle, Committee Member
Dr. Patty Emmons, Committee Member
Copyright and Permissions
Original document was submitted as an Honors Program requirement. Copyright is held by the author.
Camara, Kiley. (2019). Comparing Science/Technology/Engineering MCAS Scores to Math and English Language Arts in Different Demographics. In BSU Honors Program Theses and Projects. Item 357. Available at: https://vc.bridgew.edu/honors_proj/357
Copyright © 2019 Kiley Camara