The Influence of Ability Grouping on Math Achievement in a Rural Middle School

Autor/in	Pritchard, Robert R.
Titel	The Influence of Ability Grouping on Math Achievement in a Rural Middle School
Quelle	(2012), (106 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Seton Hall University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-3353-2
Schlagwörter	Hochschulschrift; Dissertation; Ability Grouping; Grouping (Instructional Purposes); Mathematics Achievement; Low Achievement; Track System (Education); Statistical Analysis; High Achievement; Grade 6; Grade 7; Middle School Students; Rural Schools; At Risk Students; Low Income Groups; Educational Quality; Acceleration (Education); Program Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Homogene Gruppierung; Niveaugruppierung; Streaming; Grouping; Gruppenbildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Leistungsgruppe; Leistungsdifferenzierung; Statistische Analyse; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Quality of education; Bildungsqualität; Acceleration; Beschleunigung
Abstract	The researcher examined the academic performance of low-tracked students (n = 156) using standardized math test scores to determine whether there is a statistically significant difference in achievement depending on academic environment, tracked or nontracked. An analysis of variance (ANOVA) was calculated, using a paired samples t-test for a single cohort as both low- and high-tracked students were reorganized from heterogeneous course assignments in Grades 6 and 7 to an ability-grouped assignment in Grade 8. The researcher conducted a non-experimental study to analyze the influence of tracking on the academic achievement of non-accelerated students as measured by Grade 8 standardized math scores. The researcher analyzed the data using a longitudinal explanatory design. The data used were the NYSTP Math scores for a single cohort over a three-year period in Grades 6 through 8. An analysis of the data revealed that sorting the students into two groups for the purposes of math instruction--accelerated and standard curriculum--did not have a positive influence on math achievement for either group. The lower-tracked students demonstrated statistically significant decreases (p<.05) in performance on standardized math testing when assigned to a non-accelerated course of instruction. Furthermore, the pattern of declining math achievement for economically disadvantaged students enrolled in a tracked environment is significantly greater than the pattern of decline when compared to the group as a whole. In this instance, low SES students do not have the same access to a high quality curriculum as their wealthier peers. This puts students who are already in crisis at an even greater disadvantage. At a time when offering greater resources to low SES students would benefit them the most, these students are assigned to a lower-tracked instructional grouping. The findings of this study support the elimination of a tracked academic environment for middle schools endeavoring to improve the achievement of academically at-risk students. [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