An Investigation of Selected Variables Related to Student Algebra I Performance in Mississippi

Autor/in	Scott, Undray
Titel	An Investigation of Selected Variables Related to Student Algebra I Performance in Mississippi
Quelle	(2016), (147 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Southern Mississippi
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3395-3604-0
Schlagwörter	Hochschulschrift; Dissertation; Algebra; Academic Achievement; Grade 8; Grade 9; Grade 10; Student Centered Learning; Achievement Gap; Low Income Students; White Students; Minority Group Students; Mathematics Instruction; Mathematics Tests; Mathematics Achievement; State Standards; Standardized Tests; Secondary School Mathematics; Mississippi + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Standadised tests; Standardisierter Test
Abstract	This research study attempted to determine if specific variables were related to student performance on the Algebra I subject-area test. This study also sought to determine in which of grades 8, 9, or 10 students performed better on the Algebra I Subject Area Test. This study also investigated the different criteria that are used to schedule students into Algebra I. Principals in respondent schools indicated that 8th graders performed better on the Algebra I Subject Area Test, followed by 9th and then 10th grade students. The data indicated that administrators believed that 8th grade student performance on the Algebra I Subject Area Test was better for students in schools using the A/B block schedule. The findings of the study also indicated that administrators believed that 8th grade student performance was positively related to certain proportions of student-centered instruction. Archival data indicated that the achievement gap between white and non-white students on the Algebra I Subject Area Test persists. The data also indicated that the achievement gap between low-income students and non-low-income students exists; however, the gap is smaller than the gap that exists based on race. Finally, the data indicated that the three most commonly used criteria to schedule students into Algebra I according to respondents were, student performance in previous math courses, teacher recommendations, and student performance on the MCT2. [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