Students in ninth grade traditionally take algebra courses, but many students come in lacking foundational skills in mathematics. High schools have tried to solve this problem by introducing double-period algebra courses with sporadic results. During this program evaluation, I interviewed an administrator and a teacher from two different high schools about the methods they used to begin and evaluate the program; I found that student-teacher relationships were the most important factor in the effectiveness of the program. Using quantitative data was a good starting point to determine the students who would benefit from the program and who would be successful, but analyzing the qualitative data—which is often unmeasurable, like student-teacher trust and rapport—was anecdotally the most effective path to predicting success in the program.
","abstract_html":"<p>Students in ninth grade traditionally take algebra courses, but many students come in lacking foundational skills in mathematics. High schools have tried to solve this problem by introducing double-period algebra courses with sporadic results. During this program evaluation, I interviewed an administrator and a teacher from two different high schools about the methods they used to begin and evaluate the program; I found that student-teacher relationships were the most important factor in the effectiveness of the program. Using quantitative data was a good starting point to determine the students who would benefit from the program and who would be successful, but analyzing the qualitative data—which is often unmeasurable, like student-teacher trust and rapport—was anecdotally the most effective path to predicting success in the program.</p>","abstract_has_math":false,"creators":["Major, Jason"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Teaching and Learning","degree_department":null,"school":null,"contributors":["Dr. Beth Minor","Dr. Linell Monson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-12-01T08:00:00Z","date_published":"2017-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:32Z","subjects":["algebra","double period","problem solving","Science and Mathematics Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/251","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Beth Minor","Dr. Linell Monson"]},{"key":"dc:creator","label":"Author","values":["Major, Jason"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-01-02T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching and Learning"]},{"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":["algebra","double period","problem solving","Science and Mathematics Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/251"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Students in ninth grade traditionally take algebra courses, but many students come in lacking foundational skills in mathematics. High schools have tried to solve this problem by introducing double-period algebra courses with sporadic results. During this program evaluation, I interviewed an administrator and a teacher from two different high schools about the methods they used to begin and evaluate the program; I found that student-teacher relationships were the most important factor in the effectiveness of the program. Using quantitative data was a good starting point to determine the students who would benefit from the program and who would be successful, but analyzing the qualitative data—which is often unmeasurable, like student-teacher trust and rapport—was anecdotally the most effective path to predicting success in the program.
"]},{"key":"dc:title","label":"Title","values":["A Program Evaluation of Double-Period Algebra"]}]}],"canonical_facts":{"dc:contributor":["Dr. Beth Minor","Dr. Linell Monson"],"dc:creator":["Major, Jason"],"dc:date.available":["2018-01-02T08:00:00Z"],"dc:description.abstract":["Students in ninth grade traditionally take algebra courses, but many students come in lacking foundational skills in mathematics. High schools have tried to solve this problem by introducing double-period algebra courses with sporadic results. During this program evaluation, I interviewed an administrator and a teacher from two different high schools about the methods they used to begin and evaluate the program; I found that student-teacher relationships were the most important factor in the effectiveness of the program. Using quantitative data was a good starting point to determine the students who would benefit from the program and who would be successful, but analyzing the qualitative data—which is often unmeasurable, like student-teacher trust and rapport—was anecdotally the most effective path to predicting success in the program.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/251"],"dc:subject":["algebra","double period","problem solving","Science and Mathematics Education"],"dc:title":["A Program Evaluation of Double-Period Algebra"],"thesis:degree_discipline":["Teaching and Learning"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:32Z"}