Date

5-2016

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Kenneth Gossett, Kurt Michael

Keywords

Assessment, FAPE, Math, Middle School, Remediation, Time on Task

Disciplines

Curriculum and Instruction | Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology | Science and Mathematics Education

Abstract

Eighth grade math students must pass a standards based test to be promoted to the next grade. Students who were at risk of failing the state’s annual test faced impending retention. The purpose of this quasi-experimental study was to see if an intensive nine-week (55 min per day) remedial Math Connection (MC) class for 67 suburban, eighth grade students identified as at risk of failing, could significantly increase the scores; concurrently, at this Title I school, they were compared with 122 eighth grade students who were not identified as at risk of failing. The dependent variable was measured using the AIMSweb tests (nonmultiple choice answer format). A quantitative quasi-experiment of nonequivalent control group design, pretest and posttest, was used with the AIMSweb tests. When controlling for pretest scores through an analysis of covariance (ANCOVA), results indicated that there was no significant difference between the AIMSweb scores for the math class group as compared with the no math class group. Future studies need to consider both efficient and effective processes of instruction and assessment formats for the remediation of students at risk of failing the state’s math summative assessment.