Degree Date

12-2016

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Norman Weston

Second Advisor

Jack Denny

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.

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