High school algebra readiness program: A quasi-experimental study.

摘要

This quasi-experimental study measured the effectiveness of a locally created summer Algebra readiness program in a large suburban high school district in New Jersey. Incoming ninth grade students who were not ready for high school algebra were invited to participate in the summer program. The program was designed to provide access to more students to Algebra over Pre-algebra. Effectiveness was measured by ninth grade math course weighted grades earned and standardized test scores on the S-test. Summer program pre and posttest scores were also measured. Additionally, factors influencing performance on grades earned for ninth grade math class and S-test scores were determined. NJASK 8 math scores were used to determine preexisting math abilities. Independent variables measured were gender, race, socio-economic status, special education status and participation in the summer program.;Significant findings were found for improvement from the pre to posttest scores, weighted grades earned and S-test scores. Special education students had the greatest difference on S-test scores with the treatment group significantly outscoring the control group. Males significantly had the greatest difference between treatment and control group comparison on weighted grades earned for ninth grade math classes. The summer program was not found to be a valid predictor for S-test scores but was a valid predictor on freshman math weighted grades earned. Lastly, as a result of the summer program, 42% of the summer program participants took Algebra for their ninth grade math class, while only 6% of the students who declined participation in the summer program took Algebra.