An Effective Way to Improve Mathematics Achievement in Urban Schools

Autor/in	Kim, Taik
Titel	An Effective Way to Improve Mathematics Achievement in Urban Schools
Quelle	In: Educational Research Quarterly, 34 (2010) 2, S.60-71 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-5042
Schlagwörter	Urban Schools; Study Habits; Student Behavior; Poverty; Mathematics Achievement; Standardized Tests; Academic Achievement; Achievement Tests; Mathematics Skills; Low Achievement; Achievement Gains; Behavior Problems; Scores; Behavior Modification; Grade 7; Grade 6; Ohio + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Study behavior; Study behaviour; Studienverhalten; Student behaviour; Schülerverhalten; Armut; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Standadised tests; Standardisierter Test; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathematics ability; Unterdurchschnittliche Leistung; Achievement gain; Leistungssteigerung; Behaviour modification; Verhaltensänderung; School year 07; 7. Schuljahr; Schuljahr 07; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	The local Gaining Early Awareness and Readiness for Undergraduate Programs (GEARUP) partnership serves 11 K-8 schools with the lowest achievement scores and the highest poverty rates in a large Midwestern urban district. Recently, GEARUP launched a specially designed teaching program, Mathematics Enhancement Group (MEG), for underachievers in mathematics. To maximize the efficiency of classroom teaching, MEG, a pull-out program, was created to serve students with disorderly behavior but with a strong potential to improve their mathematics skills. The pull-out program positively affected other students' achievement in the classroom, too. Overall proficiency level from the Ohio Achievement Test improved from 5.6% of the previous year to 8.1%, while the district proficiency level decreased from 46.3% to 38.7%. The outcome of this research shows that MEG was effective for improving standardized test scores and study habits for the participants. Simultaneously, the setting appeared helpful in correcting students' classroom behavior. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://www.gram.edu/education/erq/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10