Download or read book The Effects of Middle School Mathematics Practices Upon Student Achievement written by V. Avonell Lay and published by . This book was released on 1989 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Middle School Scheduling Practices of Adolescent Math Achievement in Louisiana Public School written by Deborah Lynn Gegg and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on middle-level schools and student achievement revealed a drop in academic performance when students transitioned from elementary school to a traditional middle school. In the United States, the middle school years have historically seen a decline in student achievement following a transition from elementary school. According to the National Center for Education Statistics, the performance of United States eighth-grade students in mathematics continued to lag behind globally based on the 2015 Trends in International Mathematics and Science Study (U.S. Department of Education, 2017). Specifically, United States eighth graders were ranked 12th in mathematics, which was three notches down from eight years prior. Similarly, the Louisiana Department of Education (2018), found Louisiana students struggled in mathematics compared to other tested subjects. In addition, middle school student achievement in Louisiana revealed consistently lower performance in mathematics compared to the other content areas. The purpose of this study was to determine if a particular scheduling practice had a significant effect on overall student math performance in Louisiana public middle schools. The sample population for the study included 179 schools containing grades six, seven, and eight. An independent t-test was conducted with the data for each of six hypotheses to determine if there was a difference in the group mean proficiency and mastery scores on the mathematics portion of the 2018 state assessment in Louisiana public middle schools that implemented either a traditional or block schedule. Based on the results of the independent t-test of the sample population, sixth graders in block scheduled schools demonstrated significantly higher proficiency and mastery scores on the math portion of the Louisiana assessment in the spring of 2018. In addition, seventh graders in block scheduled schools demonstrated significantly higher mastery scores on the math portion of the Louisiana assessment in the spring of 2018. While not significant in all cases, the mean proficiency and mastery scores for sixth, seventh, and eighth-grade math on the Louisiana assessment in 2018 were higher in the sample schools utilizing block scheduling. Recommendations from the study include using the schedule as only one factor for a school improvement effort.

Download or read book Middle School Mathematics Professional Development Impact Study written by Michael S. Garet and published by . This book was released on 2010 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student achievement in mathematics has been a focal concern in the United States for many years. The National Research Council's 2001 report and the recent report of the National Mathematics Advisory Panel (2008) both called attention to student achievement in mathematics, and both called for all students to learn algebra by the end of eighth grade. Reports have argued, further, that achieving this goal requires that students first successfully learn several topics in rational numbers--fractions, decimals, ratio, rate, proportion, and percent. These topics are typically covered in grades 4 through 7, yet many students continue to struggle with them beyond the seventh grade. The National Mathematics Advisory Panel wrote that--difficulty with fractions (including decimals and percent) is pervasive and is a major obstacle to further progress in mathematics, including algebra. The panel also specified that by the end of seventh grade, students should be able to solve problems involving percent, ratio, and rate, and extend this work to proportionality. The U.S. Department of Education's National Center for Educational Evaluation and Regional Assistance (NCEE)--within the Institute of Education Sciences--initiated the Middle School Mathematics Professional Development Impact Study to test the impact of a professional development (PD) program for teachers that was designed to address the problem of low student achievement in topics in rational numbers. The study focuses on seventh grade, the culminating year for teaching those topics and has three central research questions: (1) What impact did the PD program provided in this study have on teacher knowledge of rational number topics? (2) What impact did the PD program provided in this study have on teacher instructional practices? and (3) What impact did the PD program provided in this study have on student achievement in rational number topics? The study produced the following results: (1) The study's PD program was implemented as intended; (2) The PD program did not produce a statistically significant impact on teacher knowledge of rational numbers (effect size = 0.19, p-value = 0.15); (3) The PD program had a statistically significant impact on the frequency with which teachers engaged in activities that elicited student thinking, one of the three measures of instructional practice used in the study (effect size = 0.48); and (4) The PD program did not produce a statistically significant impact on student achievement (effect size = 0.04, p-value = 0.37). This report presents the study's findings after 1 year of implementing the PD in the treatment schools. A subsequent report will present findings after 2 years of implementing the PD. Chapter 1 presents an overview of the study. Chapter 2 describes the study design and its realization, including a description of the sample and tests of baseline equivalence of the treatment and control groups on observed characteristics. Chapter 3 describes the design and implementation of the PD program and the extent of service contrast between the treatment and control groups. Chapter 4 addresses the impact of the PD program on teacher knowledge, instructional practice, and student mathematics achievement. Chapter 5 provides several nonexperimental analyses that explore additional questions related to the impact findings. Appended are: (1) Data Collection; (2) Details of the Study Samples and Analytic Approaches; (3) Supplemental Information on the Design and Implementation of the PD Program; (4) Supporting Tables and Figures for Impact Analyses; and (5) Exploratory Analyses: Approaches and Additional Results. (Contains 9 exhibits, 9 figures, and 90 tables.).

Download or read book The Effects of the Connected Mathematics Project on Middle School Mathematics Achievement written by Lesa Maria Covington Clarkson and published by . This book was released on 2001 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Middle School Mathematics Professional Development Impact Study written by Michael S. Garet and published by . This book was released on 2011 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student achievement in mathematics has been a focal concern in the United States for many years. The National Research Council's 2001 report and the recent report of the National Mathematics Advisory Panel (2008) both called attention to student achievement in mathematics, and both called for all students to learn algebra by the end of eighth grade. Reports have argued, further, that achieving this goal requires that students first successfully learn several topics in rational numbers--fractions, decimals, ratio, rate, proportion, and percent. These topics are typically covered in grades 4 through 7, yet many students continue to struggle with them beyond the seventh grade. The National Mathematics Advisory Panel wrote that--difficulty with fractions (including decimals and percent) is pervasive and is a major obstacle to further progress in mathematics, including algebra. The panel also specified that by the end of seventh grade, students should be able to solve problems involving percent, ratio, and rate, and extend this work to proportionality. The U.S. Department of Education's National Center for Educational Evaluation and Regional Assistance (NCEE)--within the Institute of Education Sciences--initiated the Middle School Mathematics Professional Development Impact Study to test the impact of a professional development (PD) program for teachers that was designed to address the problem of low student achievement in topics in rational numbers. The study focuses on seventh grade, the culminating year for teaching those topics and has three central research questions: (1) What impact did the PD program provided in this study have on teacher knowledge of rational number topics? (2) What impact did the PD program provided in this study have on teacher instructional practices? and (3) What impact did the PD program provided in this study have on student achievement in rational number topics? The study produced the following results: (1) The study's PD program was implemented as intended; (2) The PD program did not produce a statistically significant impact on teacher knowledge of rational numbers (effect size = 0.19, p-value = 0.15); (3) The PD program had a statistically significant impact on the frequency with which teachers engaged in activities that elicited student thinking, one of the three measures of instructional practice used in the study (effect size = 0.48); and (4) The PD program did not produce a statistically significant impact on student achievement (effect size = 0.04, p-value = 0.37). This report presents the study's findings after 1 year of implementing the PD in the treatment schools. A subsequent report will present findings after 2 years of implementing the PD. Chapter 1 presents an overview of the study. Chapter 2 describes the study design and its realization, including a description of the sample and tests of baseline equivalence of the treatment and control groups on observed characteristics. Chapter 3 describes the design and implementation of the PD program and the extent of service contrast between the treatment and control groups. Chapter 4 addresses the impact of the PD program on teacher knowledge, instructional practice, and student mathematics achievement. Chapter 5 provides several nonexperimental analyses that explore additional questions related to the impact findings. Appended are: (1) Data Collection; (2) Details of the Study Samples and Analytic Approaches; (3) Supplemental Information on the Design and Implementation of the PD Program; (4) Supporting Tables and Figures for Impact Analyses; and (5) Exploratory Analyses: Approaches and Additional Results. (Contains 9 exhibits, 9 figures, and 90 tables.).

Download or read book The Impact of Reform Instruction on Student Mathematics Achievement written by Thomas A. Romberg and published by Routledge. This book was released on 2008-08-15 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Summarizing data derived from a study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life.

Download or read book Focus on the Wonder Years written by Jaana Juvonen and published by Rand Corporation. This book was released on 2004-03-25 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.

Download or read book Impact of Concept based Mathematics Instructional Strategies on Seventh Grade Student Achievement written by Katherine Annette Lawley Ellsworth and published by . This book was released on 2020 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: In a nation with declining enrollment in college math courses, it is important to examine how mathematics is being taught in the K-12 education system and to identify best practices. The purpose of this study was to examine the impact concept-based instructional strategies has on middle school student achievement in mathematics when integrated into the traditional mathematics curriculum. Participants included 424 seventh grade students from two middle schools. Students Measures of Academic Progress (MAP) Fall-to-Winter data 2018 prior to implementation was used a covariate and Fall-to-Winter data 2019 data during the implementation of concept-based instructional strategies integrated into the traditional math curriculum was used for the dependent variable. Student achievement was analyzed using an analysis of covariance (ANCOVA) and determine that there was a significant difference in math achievement when instruction is provided to student by teachers who have received professional development on concept-based instructional strategies. These findings have implications on teacher preparation, daily curricular instruction, and competitiveness for students in the global economy. Future research is suggested to determine impacts of concept-based instruction on students functioning above and below grade level, as well as teacher efficacy on implementing concept-based instruction for middle grades.

Download or read book A Longitudinal Study of School Practices and Students Characteristics that Influence Students Mathematics and Reading Performance of Arizona Charter Middle Schools written by Carrie Lynn Giovannone and published by . This book was released on 2010 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 1995, Arizona legislators passed laws specifically to implement charter schools in Arizona. Approving 15 year charters (i.e., contracts), allowing charter schools to cross school district boundaries, and requiring the charter schools to administer the state assessment are three of the many charter school statutes written into law. In 2010, those initial charters are expiring. The variation in school practices that occur between charter schools is great as reported by researchers nationwide. This difference does not stop at the borders of Arizona; some Arizona charter schools are labeled as excelling in performance while others are labeled as underperforming. There is limited research of Arizona charter schools and the variance that exists among them. There were two purposes for this dissertation. The first purpose was to analyze the influence of school practices and student characteristics on charter middle school students' mathematics and reading performance at grade 8. The second purpose was to assess those influences over time (i.e., 2007-2009). The assessment used was Arizona's Instrument to Measure Standards (AIMS) which remained stable during this span of time. Multiple imputations were performed for missing data. Hierarchical linear cross-classified random effects modeling (HLM/CCREM) was used to assess the data while taking student mobility into consideration. The results showed that the effect of teacher experience influenced lower achieving students, that teachers teaching out of their area of expertise had a negative effect on mathematics and reading achievement of students, and attending a charter school that was converted from a traditional public school has an advantage in Arizona. An indicator of whether a student was attending a charter school in 2006 (prior to the time period of this study) was added to the model and showed that students scored higher in mathematics and reading if they also attend a charter school in 2006. All factors assessed in this study were accounted for even if they didn't remain in the model due to fit statistics. These results will contribute to the field of education by providing empirical evidence of the effects of charter school practices on student achievement.

Download or read book The effects of accelerated math on student achievement in middle school written by Jerri S. Courville and published by . This book was released on 2005 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mathematics Professional Development written by Hilda Borko and published by Teachers College Press. This book was released on 2015-04-15 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: This resource will help school leaders and other professional development providers conduct ongoing, structured learning opportunities for mathematics teachers (K-12). The authors present models for professional development and the preparation of PD leaders designed and field-tested as part of two research projects supported by the National Science Foundation. The Problem-Solving Cycle model and the Mathematics Leadership Preparation model focus on topics of primary interest to mathematics teachers - mathematics content, classroom instruction, and student learning. They are intentionally designed so that they can be tailored to meet the needs and interests of participating teachers and schools. Through engaging vignettes, the authors describe the models, summarize key research findings, and share lessons learned. The book also includes detailed examples of workshop activities for both teachers and PD leaders.

Download or read book The Effects of School Grade Span Configuration on Student Achievement in Middle School Aged Children written by Stacy Lancaster Starks and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if transitioning from elementary school to middle school has an effect on value added scores of sixth graders versus those with no transition. Additionally, the effect of school size on student gains was examined. Data for this study was from the 2012-2013 school year for 442 Tennessee public schools. There were 203 schools with transition and 239 with no transition. Multivariate analysis of variance was used to analyze the data. Significant interaction was seen between transition and percent minority (p = 0.002). These findings suggest transition had an effect on value added scores depending on whether or not the school had a high percentage of minority students. There was a significant interaction effect of low percent minority and high percent minority where transition was concerned on mathematics, with those schools with a high percentage of minority that did not transition scoring significantly higher than all other combinations. There was also a significant interaction effect between low percent minority and high percent minority where transition was concerned on reading, with those schools with a high percentage of minority that did not transition scoring higher than all other combinations. These results suggest that students in schools with high percentages of minorities perform better when there is no transition than their transitioning counterparts. It lends support to the body of research that suggests K-8, or at least a transition after 6th grade, may be a better model where student achievement is concerned. School size was not significantly related to achievement gains. The middle school concept has the potential to address the academic and emotional concerns of middle school aged children when it is implemented in its full form (Weiss & Kipnes, 2006). However, since the middle school concept is just that, a concept, it would seem that the best combination for student achievement may be to implement the middle school concept into the K-8 environment, giving students more of a sense of community, self-esteem, and ownership of their school and grades. This could also potentially lessen the White to Black gap in math and reading achievement.

Download or read book The Impact of Computer based Programs on Middle School Math Achievement written by Kenyatta Gilmore and published by . This book was released on 2018 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this correlation research study was to investigate the impact of computer-based learning on middle school math achievement of at-risk students. The participants for this study were drawn from a convenience sample of 83 middle school students located in southeastern Georgia. At-risk middle school students were achieving below their grade equivalent and failing to meet local and state proficiency standards. Computer-based instruction was implemented as an intervention to increase student achievement in mathematics. The study used a pretest-posttest control group design and used SPSS software to conduct the statistical analyses using an ANCOVA and t-test. The results indicated that the use of Math 180 did not result in a statistically significant increase in achievement of at-risk students. However, the observed power for each null hypothesis was very low, indicating the likelihood of a Type II error. Therefore, there may have been an effect of Math 180 on student achievement, but the sample sizes were too small to detect it. This type of intervention may be recommended for continued use; however, future research on other computer-based programs would be beneficial.

Download or read book PISA PISA 2012 Results What Students Know and Can Do Volume I Revised edition February 2014 Student Performance in Mathematics Reading and Science written by OECD and published by OECD Publishing. This book was released on 2014-02-11 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt: This first volume of PISA 2012 results summarises the performance of students in PISA 2012. It describes how performance is defined, measured and reported, and then provides results from the assessment, showing what students are able to do.

Download or read book Teacher Mathematics Learning and Middle School Student Achievement written by Sally Marie Mascia and published by . This book was released on 2010 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: United States policymakers have taken measures to improve learning for all students emphasizing the use of scientifically based research in choosing educational programs to promote school improvement and student learning. However, educators, researchers and policymakers debate about which factors are most important in affecting student achievement. The No Child Left Behind Act of 2001 (NCLB) places major emphasis upon teacher quality as a factor in improving achievement for all students. This emphasis grows out of research showing that teachers' mastery of the academic content they teach is critical to engaging students and is a significant factor in raising levels of student achievement. Middle or secondary school teachers must possess the equivalent of an academic major in the core academic area (107th U.S. Congress, 2002). To meet this need, a key goal of the Cleveland MSP was to increase middle school teacher content knowledge in mathematics through teacher participation in graduate coursework. The primary purpose of this study was to investigate the degree of impact that this program had on middle grades student mathematics achievement. In addition, the stability of teaching assignment was investigated. A two- level hierarchical linear model was used to explore the relationship between the teacher and student variables. Over 2500 student cases and over 90 teacher cases per grade level were used for analysis. Results indicated that teacher MSP participation, as a main effect, was significantly and negatively associated with student achievement on the sixth grade OAT-M. In addition, there was a significant positive relationship between teacher MSP participation and student achievement on the OAT-M when students had additional instructional time for sixth and eighth grades. Teacher assignment stability, as a main effect, was significantly and positively associated with sixth grade student achievement on the OAT-M and was significantly and negatively associated with eighth grades student achievement in mathematics when students had additional instructional time. Finally, the main effect of classroom mean prior achievement was significantly and negatively associated with eighth grade mathematics achievement, and classroom mean prior achievement was positively associated with student prior achievement for seventh grade students. As shown in this study, teacher participation in graduate level content coursework can enhance other teacher and student characteristics and thereby contribute to middle grades student achievement in mathematics.

Download or read book The Effects of Professional Learning Communities on Middle School Math Teachers in Developing Curriculum Instruction and Assessments for Common Core written by Jessika Kim and published by . This book was released on 2016 with total page 251 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The world of education in the K--12 setting is constantly changing. The most recent shift in educational reform is the Common Core State Standards (CCSS). These new standards require students to think critically and demonstrate higher depths of knowledge. As a result, teachers are faced with the large task of realigning curriculum, instruction, and assessments to meet the new demands of Common Core. Unfortunately, with new standards and new expectations for assessments, teachers may feel overwhelmed and overextended. Professional Learning Communities (PLCs) offer a structure in which educators are able to collaborate and align content across grade levels. The six guiding principles outlined by DuFour, DuFour, and Eaker require PLC teams to state a shared vision, maintain a collaborative culture, collective inquiry, action orientation, commitment to continuous improvement, and result orientation. These principles, when combined with curriculum, instruction, and assessments, and the key elements of the CCSS provided the conceptual framework for this study. This study confirms when PLC structures are implemented with authenticity; individual members are better equipped to withstand the unpredictable changes in education. This qualitative case study sought to better understand the manner in which PLC structures supported the development of curriculum, instruction, and assessments for 7th and 8th grade Common Core math. Through semi-structured interviews during the beginning and end of the first semester, multiple observations of PLC meetings, and document analysis, this study determined the following findings. First, this case study found that curriculum development for the Common Core Standards was supported as individual members built capacity between each other to redevelop new district-mandated textbooks. Second, instruction strategies for the new standards was maintained as PLC members demonstrated high levels of trust with each other in an effort to share individual shortcomings and challenges. Third, assessment development required teachers to reflect on both curriculum and instruction in an effort to promote student achievement. Finally, an unexpected finding of shared decision making was determined through participant interviews. Participants longed for greater autonomy within their PLC structures, and hoped to have greater input in the larger overarching decisions made school wide. The implications of this study encourage educators in various school settings—urban, suburban, and rural—to continuously improve year after year through PLCs. Regardless of new reforms in education, PLC structures provide a stable environment for educators to professionally learn in their site communities. The recommendations for this qualitative case study include suggestions for policy, practice, and future research. For policy, district members and officials would be well advised to provide additional professional development days for all certificated staff on how to authentically implement PLC structures at school sites. For practice, the major themes of capacity building, trust, reflection, and shared decision making can guide PLC teams as they practice true collaboration through PLC structures. Once PLC structures are authentically implemented, curriculum development can begin, instructional strategies can be shared and improved, and assessments can be effectively aligned to new standards. For future research, it is recommended that the scope of study be expanded to include the K--12 grades as well as extend the study for multiple years. As educators and school sites continue to make greater meaning of the CCSS, the impact of PLC structures in relation to student achievement will improve. Therefore, additional research on the effectiveness of PLC structures in relation to curriculum, instruction, and assessments will be richer as Common Core continues to be implemented.

Download or read book The Effects of a Standards based Mathematics Program on Student Achievement at a Suburban Public Middle School in the Midwest written by and published by . This book was released on 2006 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of a standards-based mathematics program, Mathscape, in one public middle school in Ohio. Achievement was measured using the Ohio Sixth Grade Mathematics Proficiency Test (OPT). Test performance was studied for three years prior to the implementation of the standards-based program (2000-2002) and compared to test performance for three years immediately after the program was implemented (2003-2005). Total raw scores from each group were compared as well as student responses to questions involving algebra, conceptual understanding, problem-solving, number relations. Sub-groups based on Terra Nova Achievement scores and gender were also used when making comparisons. The implementation of the standards-based program, Mathscape, showed no significant positive effects on student achievement in any area or category in this study. One sub-group of students who scored in the 89th to 75th Terra Nova National Percentile Rank had a significant difference in the area of number relations on the Ohio Proficiency Test. The students in this sub-group who were not taught using the Mathscape curriculum had a mean score that was 6.81% higher than the corresponding sub-group who were taught with the Mathscape program. This difference proved to be significant at p