Measuring The Effectiveness of a Two-Period Algebra Class: A Program Evaluation

<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>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2016

Author dc:creator

• Landry, Tracey K

Contributors dc:contributor

• Norman Weston
• Jack Denny

• high school math
• double dose algebra
• Curriculum and Instruction
• Educational Assessment, Evaluation, and Research
• Educational Leadership
• Science and Mathematics Education

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/198

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1206