dc.contributor.author	Parker, Lynn Harris
dc.coverage.spatial	United States -- Georgia	en_US
dc.coverage.temporal	2005-2015	en_US
dc.date.accessioned	2016-02-23T16:03:52Z
dc.date.available	2016-02-23T16:03:52Z
dc.date.issued	2015-12-18
dc.identifier.uri	http://hdl.handle.net/10428/2071
dc.description.abstract	Schools are having to find innovative ways to increase the instructional time in the school day to not only address deficiencies in students’ mathematical knowledge but to also increase the academic rigor and prepare students for college and careers. The most popular approach is double-dosing, where students give up an elective class in order to take an additional mathematics class. Whereas this is a popular approach, there have not been very many studies on the effectiveness of this practice. This study adds to the body of knowledge on double-dosing by analyzing the effectiveness of the support class through student achievement on the state End of Course Coordinate Algebra test as well as through Student Growth Percentiles. Analysis of Covariance (ANCOVA) was used for all analyses. Criterion-Referenced Competency Test scores were used as the covariate. The participants in this study were first-time freshmen enrolled in Coordinate Algebra in an urban district of approximately 25,000 total students. Data indicated that the interaction between support classes and school year were trending toward significance for both the End of Course scores (p = .056) as well as Student Growth Percentiles (p = .068). In the second year of the study, students enrolled in the Mathematics Support class scored higher on the End of Course test and had higher Student Growth Percentiles. Additionally, there was a significant main effect for support class on the Student Growth Percentiles (p = .028). Students in the support class did achieve significantly higher growth than students who were not concurrently enrolled in the support class. Whereas increases in mathematical growth do not necessarily result in increases in achievement scores, as evidenced by the data in this study, the Mathematics Support classes are effective in increasing student learning in mathematics.	en_US
dc.description.tableofcontents	I. THE EFFECT OF ALGEBRA SUPPORT CLASSES ON EOCT SCORES AND SGP DATA 1 \| Statement of the Problem 4 \| Purpose of the Study 4 \| Research Questions 5 \| Significance of the Study 6 \| Conceptual Framework for the Study 7 \| Definition of Terms 8 \| Summary of Methodology 9 \| II. LITERATURE REVIEW 10 \| Standardized Testing 10 \| Historical Perspective 10 \| Recent Legislation 11 \| Accountability in Georgia 11 \| Mathematics Achievement 13 \| 2009 National Assessment Educational Progress 14 \| 2008 National Assessment of Educational Progress Long-term Trend 16 \| 2007 Trends in International Mathematics and Science Study 17 \| Extended Time Strategies 19 \| Talent Development High Schools 21 \| Chicago Public Schools 26 \| Double-Dosing Studies 28? \| III. RESEARCH DESIGN AND METHODOLOGY 36 \| Context 36 \| Ethical Considerations 37 \| Instrumentation 38 \| Validity and Reliability 39 \| EOCT 39 \| CRCT 43 \| Data Collection Procedures 44 \| Participants 44 \| Data Analysis 45 \| Limitations 46 \| Summary 46 \| IV. RESULTS 47 \| Data Analysis 48 \| Summary 54 \| V. SUMMARY, DISCUSSION, AND CONCLUSIONS 56 \| Summary 56 \| Research Questions 57 \| Results 58 \| Discussion 58 \| Research Question 1 58 \| Research Question 2 61 \| Research Question 3 62 \| Research Question 4 64 \| Conclusions 67 \| Limitations 68 \| Suggestions for Future Study 68 \| REFERENCES 69 \| APPENDIX A: Institutional Review Board Exemption 78 \| LIST OF FIGURES Figure 1. Adjusted Mean EOCT Scores as a Function of School Year 49 Figure 2. Adjusted Mean EOCT Scores as a Function of Support Class 50 Figure 3. Adjusted Mean EOCT Scores as a Function of School Year and Support Class 51 Figure 4. Adjusted SGP Means as a Function of School Year 52 Figure 5. Adjusted SGP Means as a Function of Support Class 53 Figure 6. Adjusted SGP Means as a Function of School Year and Support Class 54	en_US
dc.language.iso	en_US	en_US
dc.subject	Curriculum and Instruction	en_US
dc.subject	Dissertations	en_US
dc.subject	Standardized Tests	en_US
dc.title	The Effect of Algebra Support Classes on EOCT scores SGPs	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Wiley, Ellen W.
dc.description.committee	Wiley, Larry P
dc.description.committee	Dees, Dianne C.
dc.description.committee	Pate, James L.
dc.description.degree	Ed.D.	en_US
dc.description.major	Curriculum and Instruction	en_US