A goal of historic and current educational policy in American public schools has been to increase middle school student completion of Algebra I. The purpose of this study was to investigate equitable strategies for mathematics acceleration of diverse populations of middle school students. The context of this inquiry was a mid-sized school district that offers accelerated mathematics pathways to select middle school students throughout the district. My study demonstrated outcomes that align with current college and career readiness literature and support school-wide implementation of the Advancement Via Individual Determination (AVID) system.
","abstract_html":"<p>A goal of historic and current educational policy in American public schools has been to increase middle school student completion of Algebra I. The purpose of this study was to investigate equitable strategies for mathematics acceleration of diverse populations of middle school students. The context of this inquiry was a mid-sized school district that offers accelerated mathematics pathways to select middle school students throughout the district. My study demonstrated outcomes that align with current college and career readiness literature and support school-wide implementation of the Advancement Via Individual Determination (AVID) system.</p>","abstract_has_math":false,"creators":["Renfroe, Carrie M."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Carla L. Sparks","Dr. Susan Moxley","Dr. Daniel C. Buckman"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-09-01T07:00:00Z","date_published":"2020-09-01T07:00:00Z","updated_at":"2026-07-24T03:20:57Z","subjects":["Mathematics Acceleration","Advancement Via Individual Determination (AVID)","Initiative Alignment","Opportunity Gap","College and Career Readiness","Equity and Access","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Leadership","Science and Mathematics Education","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/519","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Carla L. Sparks","Dr. Susan Moxley","Dr. Daniel C. Buckman"]},{"key":"dc:creator","label":"Author","values":["Renfroe, Carrie M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-09-16T07:00:00Z"]},{"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":["Mathematics Acceleration","Advancement Via Individual Determination (AVID)","Initiative Alignment","Opportunity Gap","College and Career Readiness","Equity and Access","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Leadership","Science and Mathematics Education","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/519"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["A goal of historic and current educational policy in American public schools has been to increase middle school student completion of Algebra I. The purpose of this study was to investigate equitable strategies for mathematics acceleration of diverse populations of middle school students. The context of this inquiry was a mid-sized school district that offers accelerated mathematics pathways to select middle school students throughout the district. My study demonstrated outcomes that align with current college and career readiness literature and support school-wide implementation of the Advancement Via Individual Determination (AVID) system.
"]},{"key":"dc:title","label":"Title","values":["Middle School Algebra as a College and Career Readiness Indicator"]}]}],"canonical_facts":{"dc:contributor":["Dr. Carla L. Sparks","Dr. Susan Moxley","Dr. Daniel C. Buckman"],"dc:creator":["Renfroe, Carrie M."],"dc:date.available":["2020-09-16T07:00:00Z"],"dc:description.abstract":["A goal of historic and current educational policy in American public schools has been to increase middle school student completion of Algebra I. The purpose of this study was to investigate equitable strategies for mathematics acceleration of diverse populations of middle school students. The context of this inquiry was a mid-sized school district that offers accelerated mathematics pathways to select middle school students throughout the district. My study demonstrated outcomes that align with current college and career readiness literature and support school-wide implementation of the Advancement Via Individual Determination (AVID) system.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/519"],"dc:subject":["Mathematics Acceleration","Advancement Via Individual Determination (AVID)","Initiative Alignment","Opportunity Gap","College and Career Readiness","Equity and Access","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Leadership","Science and Mathematics Education","Secondary Education"],"dc:title":["Middle School Algebra as a College and Career Readiness Indicator"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:57Z"}