Date of Award
5-1-2011
Document Type
Dissertation
Degree Name
Doctor of Education (Ded)
Department
Educational Leadership
First Advisor
Dr. Peter J. Smith
Second Advisor
Dr. Jeanne L. Surface
Third Advisor
Dr. Neal F. Grandgenett
Fourth Advisor
Dr. Larry L. Dlugosh
Abstract
The purpose of the study was to determine the effect of pacing and scheduling of algebra coursework on assigned 9th-grade students who traditionally would qualify for pre-algebra instruction and same course 9th-grade students who traditionally would qualify for standard algebra instruction. Students were selected based on completion of first-year algebra by the end of their 9th-grade year. This study will compare all students’ math EXPLORE test scores, PLAN test scores, algebra common summative assessments (CSAs), geometry CSAs, fall grade point averages (GPAs) and spring GPAs.
Recommended Citation
O'Hanlon, Angela L., "The effect of scheduling models for introductory algebra on 9th-grade students, test scores and grades" (2011). Student Work. 3466.
https://digitalcommons.unomaha.edu/studentwork/3466
Comments
A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2011 Angela L. O'Hanlon.