Balancing the Equation: Do Course Variations in Algebra 1 Provide Equal Student Outcomes?

Autor/in	Kenfield, Danielle M.
Titel	Balancing the Equation: Do Course Variations in Algebra 1 Provide Equal Student Outcomes?
Quelle	(2013), (101 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Fullerton
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-3188-3
Schlagwörter	Hochschulschrift; Dissertation; Algebra; Equal Education; Access to Education; Advanced Courses; Admission Criteria; College Admission; Mathematics Achievement; College Readiness; Mathematics Curriculum; Curriculum Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Education; Access; Bildung; Zugang; Bildungszugang; Fortgeschrittenenunterricht; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Hochschulzugang; Hochschulzulassung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Historically, algebra has served as a gatekeeper that divides students into academic programs with varying opportunities to learn and controls access to higher education and career opportunities. Successful completion of Algebra 1 demonstrates mathematical proficiency and allows access to a sequential and progressive path of advanced study that provides college and career opportunities. Accountability mandates have educators searching for ways to deliver algebra curriculum so that all students are able to access the content and demonstrate mastery. Schools have responded by restructuring the traditional algebra course in order to make the content meaningful, considering the specific needs of students. This study sought to investigate how various Algebra 1 courses differ and if the different formats provide equal preparation and opportunities for students to access advanced math courses and to meet requirements for admittance to a four-year college. To determine parity among the various course formats, performance data were compared. Findings indicate that students placed in a traditional Algebra 1 course are more likely to be predisposed to algebra success than are their peers enrolled in alternative algebra courses. [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