This paper details a program evaluation of a two-period freshman Algebra course in a two-high school district. The study examines the degree to which the two-period course is an effective intervention for freshman math students as compared to the one-period freshman Algebra course by reviewing student assessment data, student growth indicators, and course enrollment data. In addition to quantitative data, student, teacher, and administrator perceptions of the course inform the investigation into the two-period remedial math class. The paper concludes that the two-period math program is not having the desired impact and should be reconfigured or reconsidered altogether.
","abstract_html":"<p>This paper details a program evaluation of a two-period freshman Algebra course in a two-high school district. The study examines the degree to which the two-period course is an effective intervention for freshman math students as compared to the one-period freshman Algebra course by reviewing student assessment data, student growth indicators, and course enrollment data. In addition to quantitative data, student, teacher, and administrator perceptions of the course inform the investigation into the two-period remedial math class. The paper concludes that the two-period math program is not having the desired impact and should be reconfigured or reconsidered altogether. </p>","abstract_has_math":false,"creators":["Landry, Tracey K"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Norman Weston","Jack Denny"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-01T08:00:00Z","date_published":"2016-12-01T08:00:00Z","updated_at":"2026-07-24T03:21:38Z","subjects":["high school math","double dose algebra","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Leadership","Science and Mathematics Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/198","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Norman Weston","Jack Denny"]},{"key":"dc:creator","label":"Author","values":["Landry, Tracey K"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-12-19T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["high school math","double dose algebra","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Leadership","Science and Mathematics Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/198"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This paper details a program evaluation of a two-period freshman Algebra course in a two-high school district. The study examines the degree to which the two-period course is an effective intervention for freshman math students as compared to the one-period freshman Algebra course by reviewing student assessment data, student growth indicators, and course enrollment data. In addition to quantitative data, student, teacher, and administrator perceptions of the course inform the investigation into the two-period remedial math class. The paper concludes that the two-period math program is not having the desired impact and should be reconfigured or reconsidered altogether.
"]},{"key":"dc:title","label":"Title","values":["Measuring The Effectiveness of a Two-Period Algebra Class: A Program Evaluation"]}]}],"canonical_facts":{"dc:contributor":["Norman Weston","Jack Denny"],"dc:creator":["Landry, Tracey K"],"dc:date.available":["2016-12-19T08:00:00Z"],"dc:description.abstract":["This paper details a program evaluation of a two-period freshman Algebra course in a two-high school district. The study examines the degree to which the two-period course is an effective intervention for freshman math students as compared to the one-period freshman Algebra course by reviewing student assessment data, student growth indicators, and course enrollment data. In addition to quantitative data, student, teacher, and administrator perceptions of the course inform the investigation into the two-period remedial math class. The paper concludes that the two-period math program is not having the desired impact and should be reconfigured or reconsidered altogether.
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