Advancement via Individual Determination: A Model for Equity in Secondary Mathematics

Autor/in	Hodges, Cynthia D.
Titel	Advancement via Individual Determination: A Model for Equity in Secondary Mathematics
Quelle	(2013), (129 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-5529-1
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Education; Secondary School Mathematics; Models; Mathematics Achievement; Algebra; Statistical Analysis; Critical Theory; Race; Academic Achievement; Achievement Gap; Scores; Gender Differences; Racial Differences; African American Students; Hispanic American Students; White Students; Socioeconomic Status; Low Income Groups; Comparative Analysis; Program Effectiveness; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematische Bildung; Analogiemodell; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Statistische Analyse; Kritische Theorie; Rasse; Abstammung; Schulleistung; Geschlechterkonflikt; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Socio-economic status; Sozioökonomischer Status
Abstract	This study examined the impact of Advancement Via Individual Determination (AVID) methodologies on the mathematics achievement of African American, European American, and Hispanic students as measured by the State of Texas Assessment of Academic Readiness (STAAR) End of Course (EOC) for Algebra I. This quantitative nonexperimental ex post facto study utilizes the Critical Theory and Critical Race Theory (CRT) frameworks in an endeavor to examine the academic achievement gap experienced by African American, Hispanic, and low-socioeconomic students. The mean scores of African American, European American, and Hispanic students enrolled in AVID were compared to those African American, European American, and Hispanic students not enrolled AVID. The differences in the mean scores were examined to determine which subgroups experience the greatest impact in mathematical achievement from AVID strategies and methodologies. Lastly, the study will examine the differences in the mean scores of each gender of the subgroups of students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01