Algebra for All: The Effect of Algebra Coursework and Classroom Peer Academic Composition on Low-Achieving Students

Autor/inn/en	Nomi, Takako; Raudenbush, Stephen W.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Algebra for All: The Effect of Algebra Coursework and Classroom Peer Academic Composition on Low-Achieving Students
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Algebra; Mathematics Instruction; Low Achievement; Educational Policy; Outcomes of Education; Educational Improvement; Secondary School Students; Academic Achievement; Correlation; Remedial Instruction; Peer Relationship; Mathematics Skills; Educational Strategies; Time on Task; Educational History; Required Courses; Illinois + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterdurchschnittliche Leistung; Politics of education; Bildungspolitik; Lernleistung; Schulerfolg; Teaching improvement; Unterrichtsentwicklung; Sekundarschüler; Schulleistung; Korrelation; Förderkurs; Peer-Beziehungen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lehrstrategie; Zeitaufwand; History of education; Bildungsgeschichte; Pflichtkurs
Abstract	Algebra is often considered as a gateway for later achievement. A recent report by the Mathematics Advisory Panel (2008) underscores the importance of improving algebra learning in secondary school. Today, a growing number of states and districts require algebra for all students in ninth grade or earlier. Chicago is at the forefront of this movement. Many low-achieving students took remedial math before 1997 and the algebra-for-all policy immersed these students in academic coursework for the first time. Moreover, these low-achieving students experienced a rise in the ability levels of their classroom peers. However, this study suggests that simply requiring algebra is insufficient to improve their outcomes, even though students may benefit from having higher achieving peers in their classrooms. Overall, taking Algebra, instead of remedial math, would have no significant effect and this may be because students lack sufficient skills to handle algebra. Chicago subsequently implemented double-dose algebra to address this problem, and research showed that offering extended instructional time and instructional supports to teachers was successful in improving algebra learning of low achieving students (Nomi and Allensworth, 2009; 2010). Table and figures are appended. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01