Journal of Education and Human Development

Predicting Student State-Mandated Social Studies Test Results
Kenneth E. Vogler

Abstract
This study investigated the relationship among variables instructional time configuration, gender, race/ethnicity, and poverty to predict the academic performance of seventh-grade students on the 2019 South Carolina Palmetto Assessment of State Standards (SCPASS). Results of 25,280 student social studies test scores from 112 middle schools, as well as information regarding each school’s instructional time configuration, were analyzed. A hierarchical multiple regression analysis showed, when controlling for poverty, the variables instructional time configuration and race/ethnicity were significant, explaining 16% of the variation in student social studies accountability test results, a small effect. Additionally, Black students earned 29 points less, Hispanic students earned 16 points less, and Mixed students earned 11 points less than White students on the test. Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were also used to illuminate the relationship of these variables on accountability test performance.

Full Text: PDF     DOI: 10.15640/jehd.v13n1a7