Sorting and Supporting: Why Double-Dose Algebra Led to Better Test Scores but More Course Failures

Autor/inn/en	Nomi, Takako; Allensworth, Elaine M.
Titel	Sorting and Supporting: Why Double-Dose Algebra Led to Better Test Scores but More Course Failures
Quelle	In: American Educational Research Journal, 50 (2013) 4, S.756-788 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831212469997
Schlagwörter	Scores; Grade 9; Algebra; Secondary School Mathematics; Mathematics Achievement; Mathematics Instruction; Public Schools; Grouping (Instructional Purposes); Grade 8; Teaching Methods; Time Factors (Learning); Educational Resources; Faculty Development; Socioeconomic Status; Instructional Effectiveness; Achievement Gains; Comparative Analysis; Regression (Statistics); Illinois; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Public school; Öffentliche Schule; Grouping; Gruppenbildung; School year 08; 8. Schuljahr; Schuljahr 08; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsmittel; Socio-economic status; Sozioökonomischer Status; Unterrichtserfolg; Achievement gain; Leistungssteigerung; Regression; Regressionsanalyse
Abstract	In 2003, Chicago schools required students entering ninth grade with below-average math scores to take two periods of algebra. This led to higher test scores for students with both above- and below-average skills, yet failure rates increased for above-average students. We examine the mechanisms behind these surprising results. Sorting by incoming skills benefitted the test scores of high-skill students partially through higher demands and fewer disruptive peers. But more students failed because their skills were low relative to classroom peers. For below-average students, improvements in pedagogy and more time for learning offset problems associated with low-skill classrooms. In some cases, classrooms were not sorted, but below-average students took an extra support class simultaneously. Test scores also improved in such classes. (Contains 17 notes, 5 tables, and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10