The research about mathematics achievement regarding algebra is prevalent and with new state legislature in Florida to include Geometry End-of-Course Assessment (EOCA) as a concordant to the Algebra I EOCA assessment graduation requirement, the study intended to expand the research on geometry achievement. Therefore, the purpose of this research study was to investigate the relationship between geometry achievement in Grade 10 and reading, algebraic skill, and geometry skills. Further, student demographic characteristics were examined as control variables in this study. The analysis was conducted using archival Grade 10 Florida Standards (FSA) Geometry End-of-Course Assessment (EOCA) scale scores from a single cohort in the 2021-2022 school year, prior year FSA Algebra I EOCA, FSA English Language Arts (ELA) Assessment scale scores, and Grade 7 FSA Mathematics geometry curriculum strand sub-scale scores. To complete the investigation, multiple regression was utilized to determine the relationships in three distinct models within two research questions. A control variable model was run, followed by two additional models to investigate the three predictor variables. Results from this research study may help to guide teachers, school and school district leaders in refining areas of focus for interventions in the Geometry course. With Algebra I EOCA as the strongest predictor of Geometry outcomes and algebra standards embedded in the Geometry course, it may help to prioritize development of the algebra skills necessary for successful geometry outcomes. With FRL as a significant predictor in all three models of this study, schools and school districts may use these findings to allocate resources to supports for this group of students. The findings of this study led to recommendations for future research such as analyzing qualitative variables for students and teachers to deepen the understanding of the relationships, and to design and implement geometry intervention focusing on the algebra standards included in geometry.


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Graduation Date





Ceballos, Marjorie


Doctor of Education (Ed.D.)


College of Community Innovation and Education


Educational Leadership and Higher Education

Degree Program

Educational Leadership; Executive Track


CFE0009734; DP0027842





Release Date

August 2028

Length of Campus-only Access

5 years

Access Status

Doctoral Dissertation (Campus-only Access)

Restricted to the UCF community until August 2028; it will then be open access.