Interventions to improve eighth-grade student achievement in mathematics at a middle school.

摘要

In 2002, middle school administrators were charged by the school district officials to improve the mathematics achievement of eighth grade students. The task resulted from the poor DSTP mathematics test scores gathered from the spring 2002 DSTP assessment. The purpose of this position paper was to formulate a course of action for the new middle school, which would lead to the improvement of DSTP mathematics scores. To do this, I investigated prior academic interventions in mathematics which were designed and implemented at the middle school for eighth grade students in January of 2003. These interventions were examined in relation to their impact on student achievement on DSTP assessment in mathematics scores by eighth grade students in the spring of 2003.; The effects of the interventions and the data gathered about the local factors that influenced the DSTP results in general were disappointing. Based on the evidence, new interventions will be outlined to address the problem.