As the stakes of student performance on standardized assessment increase, the need to accurately predict student performance and focus directed instruction become imperative. New Chapter Four regulations of the Pennsylvania School Code mandate that beginning with the class of 2017, all students demonstrate proficiency in Algebra I, literature, and biology (Academic Standards and Assessment, 2014). The purpose of this study is to examine the accuracy of the Classroom Diagnostic Tool (CDT) when predicting student performance on the Algebra Keystone Exam. Two specific research questions guide this study. First, to what extent, if any, does the CDT predict student performance on the Algebra Keystone Exam of those enrolled in a Keystone algebra course? The second research question, to what extent, if any, does the CDT predict student performance in eligible content categories (i.e. numbers and operations,
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For the 2013 – 2014 school year, approximately 360 students were enrolled in a Keystone algebra course. For the 2014 – 2015 school year, a similar number is expected. To have an effective representation of a population, a sample is normally selected from the identified group. For this particular study, the entire population was not significantly larger than a sample and provided greater accuracy when making conclusions about the results. Students from sixth grade through high school had usable data to address the first and second research question. Specifically, they had taken both the Algebra CDT and the Keystone exam in either the 2013 – 2014 or 2014 – 2015 academic year. All data have been historically available to the researcher as part of his professional role and are expected to be accessible in the

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