Implications of Eighth Grade Algebra I on High School Mathematics Achievement PDF Download
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Author: Robert Bayard
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 368
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Book Description
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: 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: Bree W. Johnson
Publisher: ProQuest
ISBN: 9780549498605
Category : Academic achievement
Languages : en
Pages : 101
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Book Description
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: Amanda L. Dresen
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 136
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Book Description
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: Laura C. Lanza
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 110
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Book Description
This longitudinal study serves to estimate the causal effects of taking Algebra 1 at different grade levels on mathematical achievement. In the district being observed, Algebra 1 is offered in seventh, eighth, and ninth grade. In order to conclude whether a student should be in prealgebra in sixth grade in order to prepare for Algebra 1 in seventh grade, a placement examination is administered to all students at the end of fifth grade. Additionally, students who take Algebra 1 in seventh or eighth grade will take a precalculus course in high school. All of these students will also be given a common Precalculus Cumulative Examination. There are some students who do not take Algebra 1 until ninth grade based on their mathematics performance in seventh grade. These students usually do not take precalculus in high school and therefore, they are not included in this study. Through a regression discontinuity analysis, this study examined whether students who took Algebra 1 in seventh grade scored higher on the Precalculus Cumulative Examination as compared to those who took Algebra 1 in eighth grade. Of the 155 students in question, 96 took the recommended mathematics track as determined by their placement examination results. The regression discontinuity design allows for the comparison of students who barely made the cutoff for Algebra 1 in seventh grade, with those who did not. This emulates a random experiment because these students had essentially the same level of mathematical knowledge, and perhaps at a different time could have placed into the opposite track based on chance. Of the 155 students included in the study, 10 students had taken Algebra 1 in seventh grade instead of eighth grade as recommended by their placement examination score; these students increased the level of rigor for which they were recommended. Additionally, 49 students had taken Algebra 1 in eighth grade instead of seventh grade as recommended by their placement examination score; these students decreased the level of rigor for which they were recommended. Therefore, there was also analysis done to determine the effect of increasing or decreasing the level of rigor on mathematics achievement The results of the analysis showed that students who took Algebra 1 in seventh grade scored on average 10.4% higher on the Precalculus Cumulative Examination as compared to students who took Algebra 1 in eighth grade. Through means, two-sample t-tests, and paired t-tests the data analysis also showed that students who did not follow the recommendation of their placement examination results only gained significant levels of mathematics knowledge if they took courses with a higher level of rigor than for which they were recommended.
Author: Patrick T. Walsh
Publisher:
ISBN:
Category :
Languages : en
Pages : 118
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Book Description
Traditionally, students are scheduled to take Algebra I in their first year of high school mathematics in New York State. However, in many schools, the "top" students in a cohort have access to this course in eighth grade, tracking these high-achieving students ahead of their lower-achieving peers. In response, some schools have adopted the policy of "Algebra for all" in eighth grade0́3called universal acceleration. A perceived benefit to the policy of universal acceleration is ensuring equal access to a challenging curriculum for all students, regardless of race, socioeconomic status, or prior achievement- mitigating one of the perceived limitations of ability tracking. A drawback of an "acceleration for all" policy is that weaker students may not be developmentally ready to take Algebra in 8th grade, while at the same time, stronger students' progress might be hindered. The purpose of this descriptive, quantitative study is to investigate how the implementation of acceleration for all has impacted the timing of when students take the Integrated Algebra Regents in one school district, the district's achievement on the Integrated Algebra Regents and whether the policy affects subgroups of students differentially. The results from the study will be significant to school leaders, as districts may wish to consider these policy changes to enhance learning opportunities for all students.
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.
