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In this paper, we investigate the correspondence between student affect in a web-based tutoring platform throughout the school year and learning outcomes at the end of the year, on a high-stakes mathematics exam. The relationships between affect and learning outcomes have been previously studied, but not in a manner that is both longitudinal and finer-grained. Affect detectors are used to estimate student affective states based on post-hoc analysis of tutor log-data. For every student action in the tutor the detectors give us an estimated probability that the student is in a state of boredom, engaged concentration, confusion, and frustration, and estimates of the probability that they are exhibiting off-task or gaming behaviors. We ran the detectors on two years of log-data from 8th grade student use of the ASSISTments math tutoring system and collected corresponding end of year, high stakes, state math test scores for …