The Effect of a Title I Math Remediation Program on Student Achievement on the CRCT. PDF Download
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Author: LaTonya Hamilton
Publisher:
ISBN:
Category : Competency-based educational tests
Languages : en
Pages : 62
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Book Description
Due to the mandate of No Child Left Behind (NCLB), increasing students’ test scores have become more pertinent in the education realm. Some schools are offering remedial math classes to provide support for students who are at risk for failure in math. One program implemented in a Title I school is a remedial math class during regular school hours. The purpose of this study was to examine the effectiveness of a school-wide Title I math remediation program on student achievement on the Criterion-Referenced Competency Test (CRCT). To show the effectiveness of the Title I remedial math program, the researcher compared the scores of middle school students who did not receive math remediation 2004-2005 and middle school students who received math remediation in 2005-2006. Since the critical value was calculated to be higher than the Chi-square, the results were not significant. Therefore, the null hypothesis was not rejected.
Author: LaTonya Hamilton
Publisher:
ISBN:
Category : Competency-based educational tests
Languages : en
Pages : 62
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Book Description
Due to the mandate of No Child Left Behind (NCLB), increasing students’ test scores have become more pertinent in the education realm. Some schools are offering remedial math classes to provide support for students who are at risk for failure in math. One program implemented in a Title I school is a remedial math class during regular school hours. The purpose of this study was to examine the effectiveness of a school-wide Title I math remediation program on student achievement on the Criterion-Referenced Competency Test (CRCT). To show the effectiveness of the Title I remedial math program, the researcher compared the scores of middle school students who did not receive math remediation 2004-2005 and middle school students who received math remediation in 2005-2006. Since the critical value was calculated to be higher than the Chi-square, the results were not significant. Therefore, the null hypothesis was not rejected.
Author: Deborah Inez Hastings
Publisher:
ISBN:
Category : Competency-based educational tests
Languages : en
Pages : 80
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Book Description
This quantitative study compared historical data for fifth grade students during the 2006-2007 and 2007-2008 school years. The students were identified as needing intervention based on their low performance in math on the CRCT. The Georgia Department of Education mandates that low performing students participate in the EIP program, receive research-based interventions, and are progress monitored through a curriculum-based management system. The Title I funded school in north Georgia progress monitor low performing students’ responsiveness to research-based interventions using the STEEP Math Intervention system. In this study, data was analyzed to determine if there was a significant statistical difference in the distribution of CRCT math scores for fifth grade students who were not progress monitored using the STEEP Math Intervention system in 2006-2007. The findings from the study supported the null hypothesis that there was not a significant statistical difference in the distribution of CRCT math scores between fifth grade students who received the STEEP Math Intervention system and the fifth grade who did not receive the STEEP Math Intervention system.
Author: Jerry Silbert
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 532
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Book Description
An exciting edition of this practical math methods text that provides future teachers with practical procedures for increasing student success in math. Emphasizing specific, classroom-tested strategies, these authors provide techniques for teaching major math and needed prerequisite skills...as well as extensive background in diagnosing and correcting error patterns. In addition, they offer practical guidelines for curriculum evaluation and modification, recommendations for practice and review drills, and specific information on progress-monitoring.
Author: Priscilla Sample Bonner
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 66
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Book Description
Author: Anthony Chevell Johnson
Publisher:
ISBN:
Category : Achievement tests
Languages : en
Pages : 156
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Book Description
This action research project examined the effects of an intervention program on student reading and math achievement. TCAP reading and math assessments and ThinkLink Learning reading and math assessments were used for the measures on student achievement. Student perceptions and attitudes were measured with a questionnaire and four open-ended questions. The study found a statistical difference on the experimental group's TCAP and ThinkLink achievement scores. This study was one academic school year. The results of the action research parallel the results found in the review of related literature. The experimental group did experience at least a year's growth as outlined by No Child Left Behind. However, the control group did out-perform the experimental group in regard to the assessments.
Author: Amy Dawn Fanusi
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 0
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Book Description
A quantitative causal-comparative and correlation research studied Assessment and Learning in Knowledge Spaces (ALEKS) at a middle school in rural Georgia. The purpose was to determine if computerized math instruction, as measured by ALEKS, was more effective than traditional teacher instruction with students in math support in order to pass the Georgia Criterion Referenced Competency Test (CRCT). The study also explored the relationship among other variables: if the percentage of concepts a student completed in ALEKS affected student success on the CRCT, and if gender played a factor in achievement on the CRCT when enrolled in the ALEKS computer math support class. The math intervention used in this study, ALEKS, has been researched using college and high school students, but little research focused on the effectiveness of ALEKS with middle school students. All data collected was archival from the 2011-2012 and 2012-2013 school years and included 294 total participants, of which 181 were enrolled in ALEKS for the entire year; 113 were enrolled in a traditional math support class for the entire year. The researcher analyzed two hypotheses in this study using a one-way ANCOVA and one hypothesis using a Pearson product-moment correlation. Results from this study revealed that ALEKS did not have a significant impact on CRCT test scores in the middle grades, yet there was a correlation to the percentage of ALEKS a student completed and the increase in that student's score on the CRCT. While there has been research conducted in this area, there is still room for more ALEKS research.
Author: Staci Ulichnie
Publisher:
ISBN:
Category :
Languages : en
Pages : 29
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Book Description
Within diverse classrooms, sometimes teachers need extra assistance to reach all students. This quantitative research design was used to determine the affects of math intervention on student achievement. Students in this study were selected by their "Not Met" PASS scores from their 3rd grade year. A survey assessing student attitudes towards math was given to all students. Teachers were also involved in a survey, asking if they felt the school needed a math interventionist. The measuring instruments for this study were pre-assessments, chapter tests, AIMS data, MAP scores, and 2015 ACT scores. The results of the research showed that the use of a math interventionist increased student achievement. All of the students in this study made gains. Appendices include the student survey, teacher survey, and parent letter.
Author: Chastity London Adams
Publisher:
ISBN:
Category : Achievement tests
Languages : en
Pages : 96
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Book Description
Schools are looking for interventions to improve academic achievement and increase test scores due to the requirements of No Child Left Behind. One such intervention in middle schools is remedial math. This causal comparative study examined the differences in the standardized test scores for at-risk students who receive remedial math instruction and at-risk students who do not receive this intervention. In addition, this study examined gender differences for the remedial math students. The Georgia Criterion-Referenced Competency Test of 293 at-risk seventh-grade students was used in this study. Using the previous year's standardized math test scores as a control variable, there was a significant relationship between at-risk students taking remedial math and higher scores on standardized tests, regardless of gender.
Author: Craig R. Tornquist
Publisher:
ISBN:
Category : Mathematics instruction
Languages : en
Pages : 53
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Book Description
This study investigated the impact of the supplemental online math instruction and intervention program TenMarks.com on student achievement as measured by assessment scores in a school in California's Central Valley. Sixty-three students from two different fifth grade classes participated in the study. Both classes were taught by the author. The scores on the standard curriculum chapter test and Ten Marks.com post-test of students who supplemented their in-class instruction with Ten Marks.com were compared to the scores of students who did not use Ten Marks.com during the course of the study. The results found no statistically significant difference in chapter test scores from the standard curriculum. However, significantly higher achievement was found on TenMarks.com post-test scores for those who used the online program.
Author: Thomas A. Romberg
Publisher: Routledge
ISBN: 1135855692
Category : Education
Languages : en
Pages : 216
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Book Description
Summarizing data derived from a four-year combined longitudinal/ cross-sectional comparative study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life. The study was designed to answer three questions: What is the impact on student performance of the Mathematics in Context instructional approach, which differs from most conventional mathematics texts in both content and expected pedagogy? How is this impact different from that of traditional instruction on student performance? What variables associated with classroom instruction account for variation in student performance? The researchers examined a range of variables that affected data collection. These variations highlight the need to study the effects of the culture in which student learning is situated when analyzing the impact of standards-based curricula on student achievement. This book is directed to educational researchers interested in curriculum implementation, mathematics educators interested in the effects of using reform curriculum materials in classrooms, evaluators and research methodologists interested in structural modeling and scaling of instructional variables, and educational policy makers concerned about reform efforts.
