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The impact of Algebra for All.

Arrivillaga, Nury Jocelyne.

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The impact of Algebra for All.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The impact of Algebra for All./
作者:	Arrivillaga, Nury Jocelyne.
面頁冊數:	115 p.
附註:	Source: Dissertation Abstracts International, Volume: 73-04, Section: A, page: 1351.
Contained By:	Dissertation Abstracts International73-04A.
標題:	Education, Policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3487874
ISBN:	9781267075611

The impact of Algebra for All.
Arrivillaga, Nury Jocelyne.

The impact of Algebra for All. - 115 p.

Source: Dissertation Abstracts International, Volume: 73-04, Section: A, page: 1351.

Thesis (Ed.D.)--University of Southern California, 2011.

California has struggled with the gap in achievement between the socio-economically disadvantaged (SED) and non-SED subgroups. In 2005, the California School Board implemented an Algebra for All policy for California's eighth grade students. Algebra for All was the policy on which hopes were pinned to improve mathematics education and student achievement. The intent of the policy was to close the gap between the SED and non-SED subgroups in two areas. The first area was the access to higher level mathematics courses, beginning with Algebra I; the second area was increased student achievement in Algebra I.

ISBN: 9781267075611Subjects--Topical Terms:

1669130
Education, Policy.

The impact of Algebra for All.
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245 1 4 $a The impact of Algebra for All.
300 $a 115 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-04, Section: A, page: 1351.
500 $a Adviser: Dennis Hocevar.
502 $a Thesis (Ed.D.)--University of Southern California, 2011.
520 $a California has struggled with the gap in achievement between the socio-economically disadvantaged (SED) and non-SED subgroups. In 2005, the California School Board implemented an Algebra for All policy for California's eighth grade students. Algebra for All was the policy on which hopes were pinned to improve mathematics education and student achievement. The intent of the policy was to close the gap between the SED and non-SED subgroups in two areas. The first area was the access to higher level mathematics courses, beginning with Algebra I; the second area was increased student achievement in Algebra I.
520 $a In this study the effects of the Algebra for All policy on SED student opportunity to learn and Algebra I achievement in comparison to a non-SED subgroup in the largest 22 unified school districts in California were investigated. STAR results from 2005 and 2010 in both subgroups were compared. The results of this study support the following four conclusions: 1. The effect of the 2005 Algebra for All mandate on both district participation rates and the opportunity gap was minimal. 2. Statewide, the trend was towards increased Algebra I success rates in both the SED and the NSED subgroups, thus, there was little change in the success gap. 3. Statewide, median SED participation in Algebra I or Geometry was .69 and a gap between the SED and non-SED subgroups of 5% or more remained in 13 districts. From this information, it can be inferred that Algebra for All did not have its intended effect on participation rates and the opportunity gap. 4. Six districts had SED success rates that exceeded 59%. Thirteen districts had NSED success rates that exceeded 59%. While the success rates were higher than those that are generally reported, it is important to remember that success was defined in this study as "Basic or Above" rather than "Proficient and Above." Even with this more lenient definition of success, in 10 of 22 districts the success rates fell below 50%. Nonetheless, because the success rates for the SED and NSED subgroups were highly correlated within districts, the median gap was only 6%.
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