This study examines the relationship between ninth graders’ math course grades (passing or failing) and future performance on the California High School Exit Examination (CAHSEE). Although correlative data is not predictive, it is able to give a sense of which students one can expect to be successful and which students are more likely to benefit from interventions before taking the CAHSEE. This information can be used to ensure that those students needing intervention receive appropriate interventions before sitting for the CAHSEE exam for the first time in March of their 10th grade year. This study also examines to what extent certain socioeconomic factors – specifically race, gender, free/reduced lunch status, and English Language Learning Status, along with ninth grade mathematics course grades – are related to future performance on the mathematics portion of the CAHSEE.
Data from over 5,500 Los Angeles County students was collected and analyzed. For students in the graduating classes of 2009, 2010, and 2011 participating schools provided the following information: Gender, ethnicity, free/reduced lunch status, English Language Learner status, ninth grade math course taken, ninth grade math course grade, year of 10th grade census testing, and the CAHSEE math scaled score from the 10th grade March CAHSEE census testing.
When the analysis of variance (ANOVA) statistical analysis was run using students’ ninth grade mathematics course grades (passed or did not pass) as the independent variable and CAHSEE math scaled scores as the dependent variable, a statistically significant relationship was found to exist between these variables. Further analysis found a statistically significant relationship between the mathematics course students take in the ninth grade and future CAHSEE math performance, as well as a statistically significant relationship between the ninth grade mathematics course taken and passing status of that course and future performance on the mathematics portion of the CAHSEE.
In the examination of socioeconomic factors and ninth grade course passing status, the study found a statistically significant relationship between students’ race and passing status and later performance on the mathematics portion of the CAHSEE, as well as between students’ English Language Learner status and ninth grade course passing status and later performance on the mathematics portion of the CAHSEE. However, no statistically significant relationships were found when using the socioeconomic factors of gender or free/reduced lunch status.
|Commitee:||Mitchell, Carrie, Purrington, Linda, Vodicka, Devin|
|School Location:||United States -- California|
|Source:||DAI-A 72/01, Dissertation Abstracts International|
|Subjects:||Mathematics education, Secondary education|
|Keywords:||CAHSEE, California, California High School Exit Examination, Intervention, Mathematics, Student performance|
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