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The purpose of this study was to examine the relationship between ACT scores(English, mathematics, reading, science, composite) and core GPAs calculated from allEnglish, mathematics, history, and science courses in grades 9 through 12 in high schoolsin three south-central Kansas school districts. An additional purpose of the study was toexplore how gender, race, socioeconomic status, and high school community typeaffected the relationship between ACT scores (English, mathematics, reading, science,composite) and core GPAs for students in grades 9 through 12 in three south-centralKansas districts. A quantitative correlational research design was used in this study,which utilized archived student data from three south-central Kansas school districts toanalyze the relationship between ACT scores and core GPAs.The results of the data analysis indicated that students’ ACT scores and coreGPAs have a moderately strong correlation. Student gender did not affect therelationship between ACT scores (English, mathematics, reading, science, composite)and core GPAs. However, race affected the relationship between English andmathematics ACT scores and core GPAs. The relationship between ACT scores(English, mathematics, reading, science, composite) and core GPAs was significantlyaffected by student socioeconomic status. Furthermore, community type significantlyaffected the relationship between ACT scores (English, mathematics, reading, science,composite) and core GPAs. The findings from this study should encourage district andbuilding leaders and teachers to scrutinize grading practices and examine the discrepancyin correlation between ACT scores and core GPAs based on socioeconomic status andcommunity type. |
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