The purpose of this study was to examine the effects of vertical acceleration of students who had taken algebra in the eighth grade. A questionnaire was administered to seniors to determine the attrition rates and their perceived success level in subsequent mathematics courses. All seniors in four high schools in a large school district in Georgia completed the questionnaire. Responses of those seniors who had taken algebra in the eighth grade were analyzed by examining the percentages and frequency counts. The study revealed a high attrition rate for the senior year mathematics course and perceived success levels that were not entirely indicative of students that should be the most mathematically precocious youth.
","abstract_html":"<p>The purpose of this study was to examine the effects of vertical acceleration of students who had taken algebra in the eighth grade. A questionnaire was administered to seniors to determine the attrition rates and their perceived success level in subsequent mathematics courses. All seniors in four high schools in a large school district in Georgia completed the questionnaire. Responses of those seniors who had taken algebra in the eighth grade were analyzed by examining the percentages and frequency counts. The study revealed a high attrition rate for the senior year mathematics course and perceived success levels that were not entirely indicative of students that should be the most mathematically precocious youth.</p>","abstract_has_math":false,"creators":["Willis, Amy"],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Lindquist","Dr. Carolyn M. Cartledge","Dr. James Brewbaker"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1986,"date_issued":"1986-01-01T08:00:00Z","date_published":"1986-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:18Z","subjects":["Vertical Acceleration","Eighth Grade","High School","Georgia","Algebra","Educational Assessment, Evaluation, and Research","Gifted Education","Science and Mathematics Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/669","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Lindquist","Dr. Carolyn M. Cartledge","Dr. James Brewbaker"]},{"key":"dc:creator","label":"Author","values":["Willis, Amy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Vertical Acceleration","Eighth Grade","High School","Georgia","Algebra","Educational Assessment, Evaluation, and Research","Gifted Education","Science and Mathematics Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/669"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine the effects of vertical acceleration of students who had taken algebra in the eighth grade. A questionnaire was administered to seniors to determine the attrition rates and their perceived success level in subsequent mathematics courses. All seniors in four high schools in a large school district in Georgia completed the questionnaire. Responses of those seniors who had taken algebra in the eighth grade were analyzed by examining the percentages and frequency counts. The study revealed a high attrition rate for the senior year mathematics course and perceived success levels that were not entirely indicative of students that should be the most mathematically precocious youth.
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"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/669"],"dc:language":["English"],"dc:subject":["Vertical Acceleration","Eighth Grade","High School","Georgia","Algebra","Educational Assessment, Evaluation, and Research","Gifted Education","Science and Mathematics Education"],"dc:title":["The Effects of Vertical Acceleration in Mathematics"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T01:45:18Z"}