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The Comparison of the School District Curriculum Alignment with Algebra Content Standards
 Date Issued:
 2016
 Abstract/Description:
 The purpose of this study was to analyze school district curriculum alignment with state and national standards to find content omissions that may contribute to low Algebra EndofCourse exam scores in ninth grade. The study primarily looked for algebra course content omissions in the algebra, functions, and statistics' domains of the algebra curriculum. These three categories were chosen because low achievement for ninth grades students was recorded in each category for a Medium Sized Rural School District. The study also examined the prealgebra curriculum for a Medium Sized Rural School District to see if alignment was present with the algebra curriculum. Embedded skills needed for algebra success were also recorded to develop an indepth look at the curriculum alignment. The embedded skills are skills that should be mastered before students are placed in the prealgebra course.The algebra state standards were compared with the Medium Sized Rural School District local algebra standards. From the local standards, 95 coded algebra skills were established as pertinent for mastery of algebra content. The 95 coded algebra skills were used in the constant comparison document analysis to find content omissions in the algebra curriculum, the prealgebra curriculum, and the algebra textbook. The 95 algebra coded skills were also examined individually to record embedded skills needed for mastery of each skill. An additional study was performed on the amount of time given to the mastery of the 95 algebra coded skills or performance tasks.The following results were found in this research for curriculum alignment. In a Medium Size Rural School District, the algebra curriculum and algebra textbook were analyzed for the presence of 95 essential performance tasks in search for missing content. The algebra curriculum and algebra textbook were both found to be aligned with the algebra state standards. These findings allow educators to look at other factors that may contribute to low performance on the Algebra EndofCourse exam. Content omissions were found in the prealgebra curriculum that showed a lack of alignment with the algebra course. Also, 77 embedded skills were recorded as prerequisites to algebra mastery. Last, the amount of material to be mastered in a ninth grade algebra course may be too numerous for ninth grade algebra students to master the material.
Title:  The Comparison of the School District Curriculum Alignment with Algebra Content Standards. 
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Name(s): 
Lipscomb, Karen, Author Murray, Barbara, Committee Chair Doherty, Walter, Committee Member Baldwin, Lee, Committee Member Pawlas, George, Committee Member University of Central Florida, Degree Grantor 

Type of Resource:  text  
Date Issued:  2016  
Publisher:  University of Central Florida  
Language(s):  English  
Abstract/Description:  The purpose of this study was to analyze school district curriculum alignment with state and national standards to find content omissions that may contribute to low Algebra EndofCourse exam scores in ninth grade. The study primarily looked for algebra course content omissions in the algebra, functions, and statistics' domains of the algebra curriculum. These three categories were chosen because low achievement for ninth grades students was recorded in each category for a Medium Sized Rural School District. The study also examined the prealgebra curriculum for a Medium Sized Rural School District to see if alignment was present with the algebra curriculum. Embedded skills needed for algebra success were also recorded to develop an indepth look at the curriculum alignment. The embedded skills are skills that should be mastered before students are placed in the prealgebra course.The algebra state standards were compared with the Medium Sized Rural School District local algebra standards. From the local standards, 95 coded algebra skills were established as pertinent for mastery of algebra content. The 95 coded algebra skills were used in the constant comparison document analysis to find content omissions in the algebra curriculum, the prealgebra curriculum, and the algebra textbook. The 95 algebra coded skills were also examined individually to record embedded skills needed for mastery of each skill. An additional study was performed on the amount of time given to the mastery of the 95 algebra coded skills or performance tasks.The following results were found in this research for curriculum alignment. In a Medium Size Rural School District, the algebra curriculum and algebra textbook were analyzed for the presence of 95 essential performance tasks in search for missing content. The algebra curriculum and algebra textbook were both found to be aligned with the algebra state standards. These findings allow educators to look at other factors that may contribute to low performance on the Algebra EndofCourse exam. Content omissions were found in the prealgebra curriculum that showed a lack of alignment with the algebra course. Also, 77 embedded skills were recorded as prerequisites to algebra mastery. Last, the amount of material to be mastered in a ninth grade algebra course may be too numerous for ninth grade algebra students to master the material.  
Identifier:  CFE0006348 (IID), ucf:51574 (fedora)  
Note(s): 
20160801 Ed.D. Education and Human Performance, Teaching, Learning and Leadership Doctoral This record was generated from author submitted information. 

Subject(s):  Education  Mathematics  Algebra  State Standards  Curriculum  Curriculum Alignment  Prealgebra  Textbook  Functions  Statistics  
Persistent Link to This Record:  http://purl.flvc.org/ucf/fd/CFE0006348  
Restrictions on Access:  public 20160815  
Host Institution:  UCF 