Eighth Grade Algebra and High School Achievement PDF Download
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Author: Wade Leer
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 94
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Book Description
An investigation of the relationships between teaching students algebra in eighth grade and the students' attitudes toward mathematics, their high school mathematics course selections, and their mathematics achievement.
Author: Wade Leer
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 94
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Book Description
An investigation of the relationships between teaching students algebra in eighth grade and the students' attitudes toward mathematics, their high school mathematics course selections, and their mathematics achievement.
Author: Robert Bayard
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 368
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Book Description
Author: Jordan Rickles
Publisher:
ISBN:
Category :
Languages : en
Pages : 14
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Book Description
Between 1990 and 2012, the percentage of 13-year-olds (most of whom are 8th graders) taking algebra more than doubled, from 15% to 34% (National Center for Education Statistics, 2013). Yet recent education policy changes suggest that this movement to encourage algebra-taking in 8th grade has begun to reverse course. Existing research suggests that taking more advanced math courses has positive effects on academic achievement, college enrollment, and adult earnings. Preliminary analyses results suggest that exposure to 8th grade algebra may improve math course-taking and completion but that these effects do not translate into statistically significant improvements in high school graduation rates or satisfying college eligibility course requirements. Tables and figures are appended.
Author:
Publisher: McDougal Littel
ISBN: 9780618195695
Category : Juvenile Nonfiction
Languages : es
Pages : 202
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Book Description
Author: Jennifer Swann Jacobson
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 498
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Book Description
Eighth-grade students who are placed into Algebra 1 but fail end-of-course exams may experience lowered grade point averages (GPAs) and loss of motivation for math or avoid taking advanced mathematics courses in high school. Middle-achieving students present challenges in terms of mathematics placement. Self-efficacy theory and locus of control theory suggest the noncognitive traits mathematics self-efficacy (MSE) and academic locus of control (ALOC) are associated with mathematics achievement and could predict achievement in eighth-grade algebra. The purpose of this quantitative correlational study was to examine whether MSE, ALOC, and prior-year State of Texas Assessments of Academic Readiness (STAAR) mathematics score predict achievement in eighth-grade algebra among middle-achieving students in South Texas more accurately than prior-year STAAR mathematics scores alone. The sample included 111 eighth-grade algebra students in a large suburban school district in South Texas, whose scores on the previous year's STAAR mathematics exam fell between the 25th and 75th percentiles. MSE predicted meeting grade-level standards (R 2 = .229), performance category (R 2 = .327), and percent score on the NEISD Algebra 1 Benchmark exam (R 2 = .317). ALOC was not associated with achievement on the NEISD Algebra 1 Benchmark exam. These results suggest that predictions of achievement in eighth-grade algebra for middle-achieving students were improved with the addition of measures of MSE, but not ALOC. Suggestions for future research include developing a mathematics locus of control instrument and broader studies exploring the relationship between MSE and achievement in eighth-grade Algebra 1.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
An understanding of Algebra I and the role that this foundational course plays as an entry to the college preparatory pathway in secondary education and its influence on mathematical achievement is an integral component for the education of American youth in the global world of science and technology. Achievements in high school curricula are cumulative; each course completed determines which paths will be open to the student and which postsecondary education options will be available. In todayâs world, these options are necessary for the competitive world market. Algebra I is the prerequisite course for subsequent high school math pathways. Students exposed to higher level math and science pathways in high school score higher on college entrance exams such as the American College Test (ACT), and they are more likely to be successful in college due to greater competence in math (Conley, 2006). This research examined the effect of early Algebra I exposure in the 8th grade on students in 2 city school systems in Northeast Tennessee. More specifically, this study explored the correlation between Algebra I completion in the 8th grade and subsequent student achievement. The number of math classes attempted by high school seniors and ACT achievement scores, suggested that early exposure to algebra yields more math class participation and higher levels of mathematic achievement. This study found that students who successfully completed Algebra I in the 8th grade were able to earn more higher level high school math course credits than students who did not successfully complete Algebra I in grade 8. Successful completion of Algebra I in middle school allowed students to enroll in more varied and higher level math courses throughout their high school career.
Author: Rebecca W. Crocker
Publisher:
ISBN:
Category : Educational acceleration
Languages : en
Pages : 214
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Book Description
Author: Frances R. Spielhagen
Publisher: Teachers College Press
ISBN: 0807771821
Category : Education
Languages : en
Pages : 113
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Book Description
How can we increase mathematics achievement among all students? This book provides a straightforward explanation of how changing mathematics tracking policies to provide algebra instruction to all students by at least eighth grade can bring about changes in both student achievement and teacher performance. Spielhagen chronicles the success of a large school district that changed the way mathematics was delivered and increased success rates across all populations. Featuring interviews with students and teachers, the author shows how all stakeholders were brought into the process of changing policy from the ground up. Offering a model for success that can be replicated by other districts, this resource: Provides a comprehensive account of how mathematics policy that evolved in the United States over the last century has resulted in low math literacy among our population.Addresses the recommendations and counterpoints to the report of the National Mathematics Panel (2009).Includes real-life examples of how stakeholders responded to the policy change that revolutionized mathematics instruction in their district. Frances R. Spielhagen is associate professor of education and director of the Center for Adolescent Research and Development at Mount Saint Mary College, Newburgh, New York. “Offers an ‘elegant solution’ to a compelling problem in American society that has global implications: Who should study algebra and when? The best-practices approach should be required reading for pre-service and in-service educators and administrators alike. Readers will recognize that preparing students to learn algebra by 8th grade is as much a right as learning to read. It is a right upon which our future depends.” —Susan G. Assouline, Professor of School Psychology, Associate Director, The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development, The University of Iowa “Frances Spielhagen’s book offers a thoughtful and detailed response to one of the most important questions of our time—should all students take algebra in 8th grade? With impressive and thorough research, the author considers issues of teaching and learning, as well as curriculum and policy. For all those who care about the mathematical future of our nation’s children, this book is a must read.” —Jo Boaler, Professor of Mathematics Education, Stanford University, The School of Education “In The Algebra Solution to Mathematics Reform, Frances R. Spielhagen shows vividly and precisely how a public school system teaches children to master mathematics skills early—culminating in 8th grade algebra, a critical subject for high school graduation and college admission. Spielhagen’s book precisely demonstrates how to improve real sequential learning for students from the early grades to high school graduation, and successfully into college and life. Thus, this vital book has implications for instruction in all academic subjects, providing a living model for continuity and improvement of student learning.” —Bruce S. Cooper, Professor, Graduate School of Education, Fordham University
Author: Caitlin Rickaby
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 272
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Book Description
Algebra 1 is the gatekeeper to higher-level mathematics and entrance into the STEM field, but do schools offering Algebra 1 in eighth grade score better on their standardized assessments than schools offering traditionally paced courses? The purpose of the study was to examine the PSAT and SAT scores of school districts offering Algebra 1 in 8th grade and those that offer Algebra 1 in high school and the potential that the results could have on policy, school administrators, educators, and stakeholders. This study aimed to determine whether students’ enrolling in an accelerated mathematics program (Algebra 1) or a traditional program in middle school has a positive effect to school districts’ overall scores on two standardized tests. This study proposed to focus on district student achievement as opposed to individual student achievement.
Author: Jaekyung Lee
Publisher: Oxford University Press
ISBN: 0190217642
Category : Education
Languages : en
Pages : 457
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Book Description
Through the lens of interdisciplinary and systems perspectives, The Anatomy of Achievement Gaps offers an expert critical analysis of the underachievement problems plaguing the American education system today. By providing a blueprint to meet these challenges, Jaekyung Lee both evaluates and informs American educational policies with a new model of achievement for preschool through college-aged students.
