Dissertation/Thesis Abstract

Balancing the equation: Do course variations in Algebra 1 provide equal student outcomes?
by Kenfield, Danielle M., Ed.D., California State University, Fullerton, 2013, 91; 3573279
Abstract (Summary)

Historically, algebra has served as a gatekeeper that divides students into academic programs with varying opportunities to learn and controls access to higher education and career opportunities. Successful completion of Algebra 1 demonstrates mathematical proficiency and allows access to a sequential and progressive path of advanced study that provides college and career opportunities.

Accountability mandates have educators searching for ways to deliver algebra curriculum so that all students are able to access the content and demonstrate mastery. Schools have responded by restructuring the traditional algebra course in order to make the content meaningful, considering the specific needs of students.

This study sought to investigate how various Algebra1 courses differ and if the different formats provide equal preparation and opportunities for students to access advanced math courses and to meet requirements for admittance to a four-year college. To determine parity among the various course formats, performance data were compared. Findings indicate that students placed in a traditional Algebra 1 course are more likely to be predisposed to algebra success than are their peers enrolled in alternative algebra courses.

Indexing (document details)
Advisor: Stichter, Kenneth
School: California State University, Fullerton
School Location: United States -- California
Source: DAI-A 74/12(E), Dissertation Abstracts International
Subjects: Mathematics education, Curriculum development
Keywords: Algebra I, College readiness, Course variations, Equal access, Equal opportunity, Equity, Mathematics
Publication Number: 3573279
ISBN: 978-1-303-43188-3
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