dc.contributor.author	Terry, Madonna H.	en_US
dc.coverage.spatial	Georgia, Valdosta	en_US
dc.coverage.temporal	2003-2005 CE	en_US
dc.date.accessioned	2010-09-23T14:42:31Z	en_US
dc.date.accessioned	2011-03-02T17:29:03Z
dc.date.available	2010-09-23T14:42:31Z	en_US
dc.date.available	2011-03-02T17:29:03Z
dc.date.issued	2005-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/456	en_US
dc.description.abstract	An evaluation of a high school algebra program was conducted to determine the schools progress toward reaching a State goal of algebra knowledge for all students. The first administration of the Algebra One end of course test (EOCT) provided data used to compare achievement of students taking a traditional one year algebra course or one of two algebra equivalent course sequences: Applied Algebra and Concepts of Algebra. Pass rates varied by course taken: Algebra One (71%), Applied Algebra (39%), and Concepts of Algebra (18%). Independent t tests showed no statistically significant differences existed by gender. Statistically significant (p < .05) differences were found when comparing scores of African Americans and White, non Hispanics, and also when comparing scores of students eligible and non eligible for the free/reduced lunch program. Strand scores provided similar results as the overall EOCT scores. A .66 correlation was found between a students eighth grade state mandated mathematics assessment and a students Algebra One EOCT score. A multiple regression analysis showed, when accounting for course taking, all student characteristics, and prior mathematics achievement, prior achievement was the strongest predictor of a students EOCT score. Algebra One students scored, on average, 5.1 points higher (on a 0 to 100 scale) than those students taking the Concepts of Algebra sequence. Qualitative data identified aspects of the curricula that teachers believed contributed to the differences in achievement. A traditional classroom routine was followed by teachers, who did not emphasize importance of the EOCT, and did not prepare students for it. Teachers perceived students as unmotivated to do well on the test.	en_US
dc.description.tableofcontents	ii Organization of the study...........................................................................xii I. INTRODUCTION...........................................................................1 Definition of terms.......................................................................3 Alternatives to Algebra One............................................................4 Competency testing......................................................................5 Theory......................................................................................7 Goals of this study........................................................................10 Previous research.......................................................................13 Research hypotheses and questions..................................................14 Justification for the study...............................................................15 Aims......................................................................................17 Why conduct a program evaluation?.................................................20 Conceptual framework.................................................................21 Why conduct a case study?..............................................................................21 Why Valdosta High School?............................................................................22 Availability of data....................................................................23 Student population.....................................................................23 Teacher population....................................................................25 Limitations...............................................................................25 iii II. LITERATURE REVIEW Algebra knowledge as a graduation requirement..................................26 Equity issues related to differentiated courses.................................28 The need for alternative algebra courses.......................................30 Tech prep courses.................................................................32 Competency testing....................................................................33 Georgias end of course test......................................................36 Studies of mathematics and algebra achievement.................................38 Algebra achievement by course taking.........................................39 The National Assessment of Educational Progress (NAEP)................40 National Educational Longitudinal Study (NELS: 88).......................44 Third International Mathematics and Science Study (TIMSS)................46 State competency tests............................................................46 Iowa Test of Basic Skills.........................................................47 Algebra tests........................................................................51 Summary of tests of mathematical achievement......................................53 Programs of study and course taking at XYZ High School......................55 The effect of competency testing on teachers practices.........................59 III. METHODOLOGY.........................................................................62 Research hypotheses...................................................................64 Research questions......................................................................65 Quantitative aspects....................................................................65 Qualitative aspects......................................................................66 iv Instruments..............................................................................67 Survey.................................................................................67 Interview topics......................................................................68 Follow up questionnaire............................................................68 Criterion Referenced Competency Test..........................................68 Algebra One end of course test....................................................70 IV. RESULTS..............................................................................73 Demographic information............... ........................................73 Part 1: Quantitative Results..........................................................75 Univariate results..................................................................75 Analysis of results by hypothesis................................................78 Null hypothesis 1..........................................................78 Null hypothesis 2..........................................................82 Null hypothesis 3..........................................................83 Null hypothesis 4..........................................................83 Null hypothesis 5.........................................................84 Regression analysis of EOCT scores with course taking and one student characteristic......................................................86 Strand score analysis...............................................................89 EOCT Score analysis with and without prior mathematics achievement................................................................97 Strand score analysis not controlling for prior mathematics achievement..............................................................101 v Strand score analysis controlling for prior mathematics achievement.............................................................107 Summary of Part 1...............................................................114 Part 2: Qualitative Results............................................................116 Student factors...................................................................117 Student traits..............................................................117 Motivation................................................................118 Teacher factors...................................................................119 Teacher beliefs about algebra knowledge and requirements......119 Test preparation.........................................................121 Instruction...............................................................126 School factors.....................................................................128 Instructional time.......................................................128 Course curricula.........................................................129 Scheduling................................................................129 Teacher collaboration...................................................131 Summary of Part 2................................................................131 V. DISCUSSION, IMPLICATIONS, AND RECOMMENDATIONS Discussion..................................................................................134 Controlling for prior mathematics achievement...................................136 Lack of an effect for gender..........................................................139 The need for change...................................................................140 Equity...................................................................................142 vi The importance of choosing the appropriate program of study.................146 The future of algebra instruction....................................................148 Implications................................................................................150 Recommendations........................................................................151 Future research............................................................................ 160 Conclusions.................................................................................161 VI. REFERENCE LIST......................................................................163 VII. APPENDICES Appendix A: IRB Approval.............................................................190 Appendix B: QCC Standards for Concepts of Probability and Statistics.........192 Appendix C: QCC Standards for Concepts of Problem Solving....................196 Appendix D: QCC Standards for Concepts of Algebra..............................200 Appendix E: QCC Standards for Applied Problem Solving........................204 Appendix F: QCC Standards for Applied Algebra...................................207 Appendix G: QCC Standards for Algebra One........................................211 Appendix H: QCC Algebra Standards tested on the End of Course Test.........215 Appendix I: Survey Instrument.........................................................218 Appendix J: Anticipated Interview Topics............................................224 Appendix K: Follow up Questionnaire.................................................227 LIST OF FIGURES 1. Course Sequences for Meeting Georgias Algebra Requirement for Graduation...........................................................................................7 2. Conceptual Framework..........................................................................22 3. Algebra One EOCT Score Distribution........................................................77 4. Mean Eighth Grade CRCT Scores by Course Taking.......................................85 5. Mean EOCT Scores by Course Taking........................................................86	en_US
dc.language.iso	en_US	en_US
dc.publisher	Valdosta State University	en_US
dc.rights	Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.	en_US
dc.subject	Highschool	en_US
dc.subject	Algebra	en_US
dc.subject.lcsh	Education--Standards--United States	en_US
dc.subject.lcsh	Algebra--Study and teaching	en_US
dc.title	An Evaluation of High School Algebra Program	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Cirriculum and Instruction Technology	en_US
dc.description.advisor	Fenster, Mark J.	en_US
dc.description.committee	Martin, Ellice P.	en_US
dc.description.committee	Zahner, Jane E.	en_US
dc.description.committee	Kicey, Charles J.	en_US
dc.description.degree	Ed.D.	en_US
dc.description.major	Education	en_US