Agriculture ranks as one of the top contributors to global warming and nutrient pollution. Quantifying life cycle environmental impacts from agricultural production serves as a scientific foundation for forming effective remediation strategies. However, methods capable of accurately and efficiently calculating spatially explicit life cycle global warming (GW) and eutrophication (EU) impacts at the county scale over a geographic region are lacking. The objective of this study was to determine the most efficient and accurate model for estimating spatially explicit life cycle GW and EU impacts at the county scale, with corn production in the U.S.’s Midwest region as a case study. This study compared the predictive accuracies and efficiencies of five distinct supervised machine learning (ML) algorithms, testing various sample sizes and feature selections. The results indicated that the gradient boosting regression tree model built with approximately 4000 records of monthly weather features yielded the highest predictive accuracy with cross-validation (CV) values of 0.8 for the life cycle GW impacts. The gradient boosting regression tree model built with nearly 6000 records of monthly weather features showed the highest predictive accuracy with CV values of 0.87 for the life cycle EU impacts based on all modeling scenarios. Moreover, predictive accuracy was improved at the cost of simulation time. The gradient boosting regression tree model required the longest training time. ML algorithms demonstrated to be one million times faster than the traditional process-based model with high predictive accuracy. This indicates that ML can serve as an alternative surrogate of process-based models to estimate life-cycle environmental impacts, capturing large geographic areas and timeframes.

This paper will discuss the correlation between the SAT and the Math Inventory Test. Many school districts adopted the Math Inventory as a tool to measure student growth from grades kindergarten through high school. The Math Inventory is a computer-administered test that gives students math problems spanning from counting to high school level math. When completed, the students are given a quantile measure, much like a Lexile score for reading skill. The purpose of this study is to figure out if success on the Math Inventory is a good indicator for performing well on the SAT. For most high schools around the United States, objectives and lessons are aligned with those of the SAT. The goal of high school teachers is for students to excel on the SAT so that they can go to college, which means the tests used in middle school should be aligned with that goal. If the Math Inventory is not, then it might not be a very good use of school time and resources. Data was analyzed from the 2017-2018 school year from ten different high schools in an urban school district to determine the correlation between Math Inventory score, and the math score/sub scores of SAT/PSAT. The value of the Pearson’s correlation coefficient is used to suggest a fairly moderate positive relationship between these two variables.