You are here

An Examination of the Algebra 1 Achievement of Black and Hispanic Student Participants in a Large Urban School District's Mathematics Intervention Program

Download pdf | Full Screen View

Date Issued:
2018
Abstract/Description:
The mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards Assessments Algebra 1 End-of-Course exam) of Black and Hispanic students participating in a mathematics intervention program as compared to the Algebra 1 achievement of their similar non-participating peers in one large urban school district. Descriptive statistics and inferential statistical analysis via the one-way ANOVA and the independent samples t-test were utilized. Further quantitative analysis was conducted focusing on the mean scale score differences among intervention program participants in varying course structures, summer days attended, and school socioeconomic status. The study found that Black and Hispanic 7th grade program participants significantly outperformed their similar non-participating 7th grade peers and non-participating Black and Hispanic 9th grade students. No statistically significant differences were found among program participants who attended the summer preview camp for different numbers of days. Black and Hispanic intervention program participants enrolled in a double-block Algebra 1 course numerically outscored their single-period program peers overall and when disaggregated by race/ethnicity and prior year achievement level. The findings indicate the intervention program has the potential to improve Algebra 1 achievement and increase access to advanced-level mathematics for Black and Hispanic students. This study contributes to the scant literature on successful mathematics intervention programs targeting Black and Hispanic students. Studying the implementation of the program in schools demonstrating success could provide insight, enabling other schools to replicate an environment where Black and Hispanic secondary mathematics learners thrive.
Title: An Examination of the Algebra 1 Achievement of Black and Hispanic Student Participants in a Large Urban School District's Mathematics Intervention Program.
21 views
13 downloads
Name(s): Bronson, Elethia, Author
Taylor, Rosemarye, Committee Chair
Baldwin, Lee, Committee Member
Storey, Valerie A., Committee Member
Andreasen, Janet, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2018
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards Assessments Algebra 1 End-of-Course exam) of Black and Hispanic students participating in a mathematics intervention program as compared to the Algebra 1 achievement of their similar non-participating peers in one large urban school district. Descriptive statistics and inferential statistical analysis via the one-way ANOVA and the independent samples t-test were utilized. Further quantitative analysis was conducted focusing on the mean scale score differences among intervention program participants in varying course structures, summer days attended, and school socioeconomic status. The study found that Black and Hispanic 7th grade program participants significantly outperformed their similar non-participating 7th grade peers and non-participating Black and Hispanic 9th grade students. No statistically significant differences were found among program participants who attended the summer preview camp for different numbers of days. Black and Hispanic intervention program participants enrolled in a double-block Algebra 1 course numerically outscored their single-period program peers overall and when disaggregated by race/ethnicity and prior year achievement level. The findings indicate the intervention program has the potential to improve Algebra 1 achievement and increase access to advanced-level mathematics for Black and Hispanic students. This study contributes to the scant literature on successful mathematics intervention programs targeting Black and Hispanic students. Studying the implementation of the program in schools demonstrating success could provide insight, enabling other schools to replicate an environment where Black and Hispanic secondary mathematics learners thrive.
Identifier: CFE0007393 (IID), ucf:52073 (fedora)
Note(s): 2018-05-01
Ed.D.
Community Innovation and Education, Educational Leadership and Higher Education
Doctoral
This record was generated from author submitted information.
Subject(s): mathematics intervention -- mathematics achievement -- mathematics achievement for Black students -- mathematics achievement for Hispanic students -- acceleration -- intervention program -- educational cohort grouping -- Algebra 1 achievement -- mathematics achievement gap -- mathematics participation gap
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0007393
Restrictions on Access: campus 2023-11-15
Host Institution: UCF

In Collections