Eighth Grade Algebra Placement Policies: Promoting Equity, Achievement, and Access

Autor/in	Wambsgans, Cynthia
Titel	Eighth Grade Algebra Placement Policies: Promoting Equity, Achievement, and Access
Quelle	(2014), (163 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-3248-2
Schlagwörter	Hochschulschrift; Dissertation; Grade 8; Algebra; Student Placement; Educational Policy; Enrollment; Mathematics Achievement; Critical Theory; Race; Equal Education; Access to Education; Scores; Sex; Statistical Analysis; Correlation; Grade 7 + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 08; 8. Schuljahr; Schuljahr 08; Schülerpraktikum; Politics of education; Bildungspolitik; Einschulung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kritische Theorie; Rasse; Abstammung; Education; Access; Bildung; Zugang; Bildungszugang; Geschlecht; Geschlechtsverkehr; Statistische Analyse; Korrelation; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	This study was an investigation of a standardized 8th grade Algebra I placement policy across multiple educational districts. Researchers have documented benefits of students' 8th grade Algebra I education, while others have detailed the consequences of algebra enrollment without necessary prerequisite skills. The purpose of this study was to examine the degree to which a standardized algebra placement policy impacted students' enrollment, performance, and achievement across demographic groups. Critical race theory underpinned this study, exploring students' mathematics education through an equity lens. The research questions guiding this study examined the relationships between students' course enrollments, academic performance, achievement scores, gender, and race, both before and after the policy's implementation. A quantitative causal-comparative research design utilized Spearman and Pearson correlation tests, in conjunction with multiple linear regression models, to analyze the dataset. Findings suggested little to no change in the relationships between students' enrollment, achievement, and performance before and after policy's enactment, with students' 7th grade achievement most strongly accounting for variance in their 8th grade mathematics achievement. A follow-up evaluation using a qualitative participatory case study approach could allow further investigation into these findings, exploring teachers' and administrators' perceptions of the policy's strengths and challenges. The evaluation's findings could inform recommendations for future mathematics course placement policies, which, in turn, could promote positive change for students' educational outcomes in mathematics. [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