Architecture and Impact of an Open, Online, Remixable, and Multimedia-Rich Algebra 1 Course

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Ahrash N Bissell
Keyword(s):  
Algebra 1 ◽  
Math Scores ◽  
Rich Algebra

The question we face is whether technology in general, and OER in particular, might offer some solutions for improving math scores across the nation.

Between-Year and Within-Year School Mobility: Different Effects by Race/Ethnicity

2021 ◽  
pp. 001312452110045
Author(s):  
Jie Min
Keyword(s):  
Academic Achievement ◽  
Asian American ◽  
School Mobility ◽  
Student Groups ◽  
Asian American Students ◽  
Math Scores ◽  
American Students ◽  
Reading And Math ◽  
Multiple Membership ◽  
Racial Ethnic

The current study investigated the effects of school mobility on the academic achievement of different racial/ethnic groups in four cohorts of students from a very large urban school district. In this study, I compared within-year and between-year mobility and, most importantly, account for all the schools students attended over the study period. Using a multiple membership model (MMM), the findings confirmed that, for all student groups, academic achievement was affected more by within-year school mobility than between-year school mobility. Black students had the highest mobility rates, both for between- and within-year mobility. Although Asian-American students achieved higher reading and math scores on average, they were more negatively impacted by within-year school mobility compared to other groups. The current study was able to pinpoint the students most at risk for negative outcomes following within-year mobility. The findings are discussed in the context of policy recommendations that can be adopted by school districts.

Achievement of Students With IEPs and Associated Relationships With an Inclusive MTSS Framework

2020 ◽  
Vol 54 (3) ◽  
pp. 157-168
Author(s):  
Jeong Hoon Choi ◽  
Amy B. McCart ◽  
Wayne Sailor
Keyword(s):  
Reading Performance ◽  
State Assessment ◽  
Reading Scores ◽  
Individualized Education Programs ◽  
Assessment Scores ◽  
Math Scores ◽  
Inclusive School ◽  
Implementation Period ◽  
Reform Model ◽  
Fidelity Implementation

The present study investigated the effectiveness of an equity-based inclusive school reform model nested within a multitiered system of support (MTSS) framework on the improvement of math and reading performance of students with Individualized Education Programs (IEPs). Descriptive statistics revealed that math state assessment scores of students with IEPs increased over the implementation period. Results of multilevel modeling demonstrated that the model’s fidelity of implementation scores positively and significantly predicted state assessment math scores. A further analysis examining the effectiveness of the model in three schools that implemented with adequate fidelity compared with nonimplementing schools indicated students with IEPs in implementing schools increased their math scores at a greater rate than their peers in comparison schools; however, effects on reading scores were equivocal. Findings are discussed in the context of inclusion and efforts to support high fidelity implementation of MTSS.

School Climate as a Link Between High School Black Males’ Math Identity and Outcomes

2020 ◽  
pp. 001312452093145
Author(s):  
Lawrence Jackson ◽  
Jesse Ford ◽  
Chélynn Randolph ◽  
Cydney Schleiden ◽  
DeAnna Harris-McKoy ◽  
...  
Keyword(s):  
High School ◽  
School Climate ◽  
Black Males ◽  
School Administrators ◽  
Academic Identity ◽  
Mediation Analyses ◽  
Math Scores ◽  
Study Results ◽  
Using Data ◽  
The Relationship

The association between students’ academic identity and their academic outcomes has been well-established. The importance of a positive school climate has also been widely documented. However, Black males experience factors that uniquely and collectively comprise their school climate. As such, the purpose of this study was to test the extent to which school climate mediated the relationships between math academic identity and math outcomes of Black males. Bootstrapping mediation analyses were conducted in a sample of students in the 11th grade ( n = 1,106) using data from the High School Longitudinal Study. Results indicated that students’ math identity was positively associated with math scores. Moreover, partial mediation was established, demonstrating that school climate partially explained the relationship between math identity and student outcomes. Implications of these findings for school administrators, teachers, and counselors are discussed.

scholarly journals Investigating the Effects of Brain Respiration on Children’s Behavior

2009 ◽  
Vol 4 (2) ◽  
pp. 46-61
Author(s):  
Geoffrey K. Leigh ◽  
Cynthia Robinson ◽  
Steven Bernard Hollingsworth
Keyword(s):  
Treatment Group ◽  
Self Report ◽  
Fifth Grade ◽  
Control Group ◽  
Control Groups ◽  
Teacher Observations ◽  
Fifth Grade Students ◽  
Math Scores ◽  
Reading And Math ◽  
Post Test

Building on the increasing number of programs designed to enhance brain development, a program developed in Korea, Brain Respiration, was adapted to a school in Nevada. Classes were offered twice weekly to a class of fourth and fifth grade students with control group classes assessed in the same school. Self-report surveys, teacher observations, and standardized reading and math scores were used to determine effects of the program on the students. Some differences were found in the pretest for the survey and the observation, with control groups scoring higher. There were differences in some post-test scores, with treatment group children scoring higher when differences did occur. There also were differences in the reading and math scores, with control groups scoring higher than the overall treatment group, but not higher when compared to those actively participating in the program. Such differences are discussed as well as other issues possibly influencing the effects.

scholarly journals Analysis on math success of secondary school students playing and not playing chess (Sakarya province sample)

2016 ◽  
Vol 13 (1) ◽  
pp. 1689
Author(s):  
Enes Işıkgöz
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Secondary Level ◽  
School Students ◽  
Significance Level ◽  
Screening Model ◽  
Math Success ◽  
Math Scores ◽  
Significant Difference ◽  
The City

The aim of this research is to analyze the contribution of the secondary level chess in the success of math lesson by comparing end-year math scores of the secondary school students playing and not playing chess. The research is a relational screening model and the research data are composed of end-year math scores in promotion sheets of the students. Thereby, the research group is composed of totally 274 students - 200 males and 74 females - studying at 5th, 6th, 7th and 8th grades in 5 secondary schools selected from the central districts of the city of Sakarya at the end of 2014-2015 school years. SPSS 22.0 statistical software package was used and the significance level was taken as p< 0.05. The obtained data was handled within the scope of descriptive and inferential statistics, and t-test and one-way analysis of variance (ANOVA) were used. A significant difference was found out between the end-year math scores of the students playing and not playing chess in favor of the playing ones. No significant difference was found between the end-year math scores of the students playing chess in relation to their genders and grades.

Sink or Swim: What Happened to California's Bilingual Students after Proposition 227?

2001 ◽  
Vol 1 (3) ◽  
pp. 295-317 ◽  
Author(s):  
Valentina A. Bali
Keyword(s):  
Public Schools ◽  
Proposition 227 ◽  
Bilingual Students ◽  
Bilingual Programs ◽  
Individual Level ◽  
English Only ◽  
Math Scores ◽  
Level Data ◽  
Reading And Math ◽  
Southern California School

Proposition 227, passed by California voters in 1998, aimed to dismantle bilingual programs in public schools and to replace them with English-only programs. Bilingual education, a long-standing program in California, involved mostly Hispanic students of limited English skills who were taught initially in their native language, and then were gradually transitioned into English-only classes. Using individual-level data from one southern California school district, I find that in 1998, before Proposition 227, limited-English-proficient (LEP) students enrolled in bilingual classes had lower scores in reading than LEP students who were not enrolled in bilingual classes, and who were, in general, more proficient in English. In math, bilingual students had test scores as good as those of non-bilingual LEPs. But in 1999, after Proposition 227, the same set of bilingual students had reading and math scores that were no worse than those of non-bilingual LEPs. Proposition 227, which interrupted bilingual programs and emphasized English instruction, did not set bilingual LEP students back relative to non-bilingual LEPs, and it may have even benefited them.

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