The relationship between student achievement of at-risk students and the Georgia Performance Standards in mathematics

Loralee Ann Hill


Educational leaders continue to be challenged in terms of accountability measures for increased student achievement, as mandated by the No Child Left Behind Act of 2001 (NCLB). In particular, schools must show adequate yearly progress (AYP) reaching 100 % proficiency levels for all students in the areas of English language arts and mathematics by 2014. In 2008, the Georgia Performance Standards (GPS) in mathematics were implemented at the high school level. Coupled with this new curriculum, a newly developed Georgia High School Graduation Test (GHSGT) in mathematics was administered in March 2011. The purpose of this study was to add to the body of research related to the effectiveness of the GPS mathematics curriculum for students with disabilities and to determine if a relationship exists between student achievement on the Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test (PSAT/NMSQT) on the GHSGT. A strong relationship exists between the mathematics portions of the PSAT/NMSQT and the GHSGT. Analysis revealed only a main effect of type of disability, regardless of curriculum exposure of students in specific disability categories while controlling for free and reduced lunch rate. A significant difference in the mean scores on the PSAT between students with physical impairments versus those with other health impairments was also found.