Differences between mathematics test assessment scores for middle school Hispanic students.

摘要

Today's classroom is the continuation of America as "the melting pot". Within this educational setting is an increased emphasis on student mathematical success as well as the acquisition of the English language by foreign-born students, whose families have come as an actualization of the American dream. Educators are striving to find best practices so that they can teach as well as prepare these students according to the federal mandates guided by the principles of the No Child Left Behind Act of 2001. This study is a descriptive comparative quantitative study of one such program, Sheltered Instruction. This study compared the differences Sheltered Instruction has on the annual state mathematics assessment in a two-year period for Hispanic students in middle school (sixth, seventh, and eighth) grade mathematics who had the Sheltered Instruction implementation versus a school with similar demographics who did not have the implementations and found the significance of the results to be in the implementation year with a tendency to have higher results in the future studies. A future study in expanding this to all the schools in the school district would be more instrumental in determining a more definitive understanding of the differences seen after implementation of the Sheltered Instruction program.