A Study of Suburban Secondary Education Mathematics Programs: The Programmatic Impact of Limited Early Access to Algebra on Student Performance

Autor/in	Watkins, Donna Moguel
Titel	A Study of Suburban Secondary Education Mathematics Programs: The Programmatic Impact of Limited Early Access to Algebra on Student Performance
Quelle	(2010), (98 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-3822-1
Schlagwörter	Hochschulschrift; Dissertation; Program Effectiveness; School Districts; Grade 8; Educational Researchers; Algebra; Secondary School Students; Mathematics Education; Mathematics Tests; Academic Achievement; Mathematics Achievement; Correlation; Comparative Analysis; Predictor Variables; Secondary School Mathematics; Suburban Schools; New York; New York State Regents Examinations; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School district; Schulbezirk; School year 08; 8. Schuljahr; Schuljahr 08; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Sekundarschüler; Mathematische Bildung; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Prädiktor; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule
Abstract	The purpose of this researcher was to investigate the programmatic impact of school districts' practice of limited early access to algebra on student performance. School districts selected for the study are located in the counties of Nassau and Suffolk, Long Island, New York. School districts that reported Mathematics A and Integrated Algebra Regents results to the New York State Department of Education for eighth grade students and high school students were selected to participate in the study. Correlational research described relationships between groups of students and their results on New York State Regents examinations and the SAT Reasoning Test in Mathematics. A comparison of New York State Regents' results of students with early access to algebra and students without early access to algebra yielded positive, strong, statistically significant relationships for students that scored 85 or greater on the examination. A comparison of NYS Regents' results of students without early access to algebra and the districts' mean score on the SAT Reasoning Test in Mathematics yielded strong, positive statistically significant relationships between these variables. These findings support educational researchers who suggest school districts that limit early access to algebra may impact student performance 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	2017/4/10