Year: 2016
Type: article
Abstract: This paper details a program evaluation of a two-period freshman Algebra course in a two-high school district. The study examines the degree to which the two-period course is an effective intervention for freshman math students as compared to the one-period freshman Algebra course by reviewing student assessment data, student growth indicators, and course enrollment data. In addition to quantitative data, student, teacher, and administrator perceptions of the course inform the investigation into the two-period remedial math class. The paper concludes that the two-period math program is not having the desired impact and should be reconfigured or reconsidered altogether.
Author: Tracey K Landry
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2595369035