The effect of scheduling models for introductory algebra on 9th-grade students, test scores and grades

Author

Angela L. O'Hanlon, University of Nebraska at Omaha

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.

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.

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