The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness PDF Download
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Author: Jason Snipes
Publisher:
ISBN:
Category :
Languages : en
Pages : 9
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Book Description
To raise math success rates in middle school, many schools and districts have implemented summer math programs designed to improve student preparation for algebra content in grade 8. However, little is known about the effectiveness of these programs. While students who participate typically experience learning gains, there is little rigorous evidence evaluating the effects of the programs on math achievement or readiness for algebra content. This study fills that void by rigorously examining the effects of one such summer program (the Elevate summer math program) on student achievement. In summer 2014, the Silicon Valley Education Foundation (SVEF), the research team, and several Silicon Valley school districts collaborated on a randomized controlled trial to assess the effects of the Elevate Math summer program on math achievement, algebra readiness, and attitudes toward math. The study focused on three primary questions: (1) What is the impact of the Elevate Math summer program on the math achievement and algebra readiness of rising grade 8 students?; (2) What is the impact of the Elevate Math summer program on math achievement in the math topic areas most closely aligned with the program's curriculum?; and (3) What is the impact of the Elevate Math summer program on the math interest and math self-efficacy of rising grade 8 students? The randomized controlled trial was conducted in summer 2014 at eight schools in six districts in California's Silicon Valley. Participating districts identified eligible students based on existing grade 6 California Standards Test (CST) data. The districts' enrollments range from 2,487 to 13,162, with an average of 9,426. The percentage of English learner students in each district ranges from 19% to 53%, with an average of 38%. Students were randomly assigned to a treatment group that received access to the program at the beginning of the summer or to a control group that received access to the program later in the summer. Math achievement was measured using the Mathematics Diagnostic Testing Project (MDTP) Algebra Readiness test, which was administered to the treatment and control groups on the first and last days of their participation in the summer program. The Elevate Math summer program significantly improved math achievement and algebra readiness among participating grade 7 students. The program improved the math achievement of the treatment group compared with the control group across several metrics. The Elevate Math summer program also had a positive, statistically significant effect on algebra readiness. Despite the Elevate Math summer program's effects, students' math achievement at the end of the program suggested that many students were still not ready for the algebra content in grade 8 math courses. There were no significant impacts on math interest or math self-efficacy. The estimated level of interest in math for the treatment group was higher than that of the control group, but the difference was not statistically significant. [The Silicon Valley Education Foundation and several Silicon Valley school districts collaborated on this study. For the Regional Educational Laboratory West report, "The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness. REL 2015-096" (2015), see ED558157.].
Author: Jason Snipes
Publisher:
ISBN:
Category :
Languages : en
Pages : 9
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Book Description
To raise math success rates in middle school, many schools and districts have implemented summer math programs designed to improve student preparation for algebra content in grade 8. However, little is known about the effectiveness of these programs. While students who participate typically experience learning gains, there is little rigorous evidence evaluating the effects of the programs on math achievement or readiness for algebra content. This study fills that void by rigorously examining the effects of one such summer program (the Elevate summer math program) on student achievement. In summer 2014, the Silicon Valley Education Foundation (SVEF), the research team, and several Silicon Valley school districts collaborated on a randomized controlled trial to assess the effects of the Elevate Math summer program on math achievement, algebra readiness, and attitudes toward math. The study focused on three primary questions: (1) What is the impact of the Elevate Math summer program on the math achievement and algebra readiness of rising grade 8 students?; (2) What is the impact of the Elevate Math summer program on math achievement in the math topic areas most closely aligned with the program's curriculum?; and (3) What is the impact of the Elevate Math summer program on the math interest and math self-efficacy of rising grade 8 students? The randomized controlled trial was conducted in summer 2014 at eight schools in six districts in California's Silicon Valley. Participating districts identified eligible students based on existing grade 6 California Standards Test (CST) data. The districts' enrollments range from 2,487 to 13,162, with an average of 9,426. The percentage of English learner students in each district ranges from 19% to 53%, with an average of 38%. Students were randomly assigned to a treatment group that received access to the program at the beginning of the summer or to a control group that received access to the program later in the summer. Math achievement was measured using the Mathematics Diagnostic Testing Project (MDTP) Algebra Readiness test, which was administered to the treatment and control groups on the first and last days of their participation in the summer program. The Elevate Math summer program significantly improved math achievement and algebra readiness among participating grade 7 students. The program improved the math achievement of the treatment group compared with the control group across several metrics. The Elevate Math summer program also had a positive, statistically significant effect on algebra readiness. Despite the Elevate Math summer program's effects, students' math achievement at the end of the program suggested that many students were still not ready for the algebra content in grade 8 math courses. There were no significant impacts on math interest or math self-efficacy. The estimated level of interest in math for the treatment group was higher than that of the control group, but the difference was not statistically significant. [The Silicon Valley Education Foundation and several Silicon Valley school districts collaborated on this study. For the Regional Educational Laboratory West report, "The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness. REL 2015-096" (2015), see ED558157.].
Author: Jason Snipes
Publisher:
ISBN:
Category :
Languages : en
Pages : 38
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Book Description
The Effects of the Elevate Math summer program on math achievement and algebra readiness: This randomized trial examined the effects of the Elevate Math summer program on math achievement and algebra readiness, as well as math interest and self-efficacy, among rising 8th grade students in California's Silicon Valley. The Elevate Math summer math program targets students who score in the range between "high basic" and "low proficient" on state math tests. It consists of 19 days of mathematics instruction, consisting of three hours per day in traditional classroom instruction and one hour per day using Khan Academy (a free online learning system). During summer 2014, students were randomly assigned to a treatment group that received access to the program at the beginning of the summer or to a control group that received access to the program later in the summer. End-of-program test scores and survey responses of students in the treatment group were compared with those of students in the control group prior to their exposure to the program. Treatment group students scored significantly higher than the control group (4 points or 0.7 standard deviation) on a test of algebra readiness. They were also significantly more likely (29 percent versus 12 percent) to reach achievement thresholds associated with success in algebra I. However, treatment and control groups did not show significant differences in terms of math interest or self-efficacy. The results show that the Elevate Math summer program can significantly improve student math achievement and algebra readiness; however, 70 percent of program participants were still not ready for algebra I content. This suggests that summer math programs such as Elevate Math's may be important tools for improving math achievement among rising eighth grade students, but most targeted students will need additional support in order to ensure success in algebra. The following are appended: (1) Data, outcomes, and methodology; and (2) Sensitivity analyses.
Author: United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies
Publisher:
ISBN:
Category : United States
Languages : en
Pages : 1424
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Author: Glick, Danny
Publisher: IGI Global
ISBN: 1799850757
Category : Education
Languages : en
Pages : 374
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Book Description
Online learning has increasingly been viewed as a possible way to remove barriers associated with traditional face-to-face teaching, such as overcrowded classrooms and shortage of certified teachers. While online learning has been recognized as a possible approach to deliver more desirable learning outcomes, close to half of online students drop out as a result of student-related, course-related, and out-of-school-related factors (e.g., poor self-regulation; ineffective teacher-student, student-student, and platform-student interactions; low household income). Many educators have expressed concern over students who unexpectedly begin to struggle and appear to fall off track without apparent reason. A well-implemented early warning system, therefore, can help educators identify students at risk of dropping out and assign and monitor interventions to keep them on track for graduation. Despite the popularity of early warning systems, research on their design and implementation is sparse. Early Warning Systems and Targeted Interventions for Student Success in Online Courses is a cutting-edge research publication that examines current theoretical frameworks, research projects, and empirical studies related to the design, implementation, and evaluation of early warning systems and targeted interventions and discusses their implications for policy and practice. Moreover, this book will review common challenges of early warning systems and dashboard design and will explore design principles and data visualization tools to make data more understandable and, therefore, more actionable. Highlighting a range of topics such as curriculum design, game-based learning, and learning support, it is ideal for academicians, policymakers, administrators, researchers, education professionals, instructional designers, data analysts, and students.
Author: Rafael Ferreira Mello
Publisher: Springer Nature
ISBN: 3031723155
Category :
Languages : en
Pages : 539
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Author: Elizabeth Blass Hohn
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 158
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Author: Rona F. Flippo
Publisher: Routledge
ISBN: 1317245156
Category : Language Arts & Disciplines
Languages : en
Pages : 575
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Book Description
The most comprehensive and up-to-date source available for college reading and study strategy practitioners and administrators, the Third Edition of the Handbook of College Reading and Study Strategy Research reflects and responds to changing demographics as well as politics and policy concerns in the field since the publication of the previous edition. In this thorough and systematic examination of theory, research, and practice, the Handbook offers information to help college reading teachers to make better instructional decisions; justification for programmatic implementations for administrators; and a complete compendium of both theory and practice to better prepare graduate students to understand the parameters and issues of this field. The Handbook is an essential resource for professionals, researchers, and students as they continue to study, research, learn, and share more about college reading and study strategies. Addressing current and emerging theories of knowledge, subjects, and trends impacting the field, the Third Edition features new topics such as disciplinary literacy, social media, and gaming theory.
Author: Fernando M. Reimers
Publisher: Springer Nature
ISBN: 3030815005
Category : Education
Languages : en
Pages : 467
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Book Description
This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309496659
Category : Education
Languages : en
Pages : 123
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Book Description
The Board on Science Education and the Board on Mathematical Sciences and Analytics of the National Academies of Sciences, Engineering, and Medicine convened the Workshop on Increasing Student Success in Developmental Mathematics on March 18-19, 2019. The Workshop explored how to best support all students in postsecondary mathematics, with particular attention to students who are unsuccessful in developmental mathematics and with an eye toward issues of access to promising reforms and equitable learning environments. The two-day workshop was designed to bring together a variety of stakeholders, including experts who have developed and/or implemented new initiatives to improve the mathematics education experience for students. The overarching goal of the workshop was to take stock of the mathematics education community's progress in this domain. Participants examined the data on students who are well-served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served - those who even with access to reforms do not succeed and those who do not have access to a reform due to differential access constraints. Throughout the workshop, participants also explored promising approaches to bolstering student outcomes in mathematics, focusing especially on research and data that demonstrate the success of these approaches; deliberated and discussed barriers and opportunities for effectively serving all students; and outlined some key directions of inquiry intended to address the prevailing research and data needs in the field. This publication summarizes the presentations and discussion of the workshop.
Author: Cathy Vilar
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 238
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Book Description
