Date
7-2011
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Amanda J. Rockinson-Szapkiw
Primary Subject Area
Education, General; Education, Mathematics; Education, Secondary
Keywords
achievement, gender, interventions, mathematics, remedial courses, standardized test
Disciplines
Science and Mathematics Education
Recommended Citation
Adams, Chastity London, "The Effects of a Remedial Math Intervention on Standardized Test Scores in Georgia Middle Schools" (2011). Doctoral Dissertations and Projects. 440.
https://digitalcommons.liberty.edu/doctoral/440
Abstract
Schools are looking for interventions to improve academic achievement and increase test scores due to the requirements of No Child Left Behind. One such intervention in middle schools is remedial math. This causal comparative study examined the differences in the standardized test scores for at-risk students who receive remedial math instruction and at-risk students who do not receive this intervention. In addition, this study examined gender differences for the remedial math students. The Georgia Criterion-Referenced Competency Test of 293 at-risk seventh-grade students was used in this study. Using the previous year's standardized math test scores as a control variable, there was a significant relationship between at-risk students taking remedial math and higher scores on standardized tests, regardless of gender.
