The effect of scheduling models for introductory algebra on 9th-grade students, test scores and grades
Date of Award
Doctor of Education (Ded)
Dr. Peter J. Smith
Dr. Jeanne L. Surface
Dr. Neal F. Grandgenett
Dr. Larry L. Dlugosh
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.
O'Hanlon, Angela L., "The effect of scheduling models for introductory algebra on 9th-grade students, test scores and grades" (2011). Student Work. 3466.
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.