Date

12-2019

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Philip Alsup

Keywords

Mathematics Education, College Readiness, Private School Education

Disciplines

Education | Science and Mathematics Education

Abstract

Algebra 1 is a foundational course for all higher mathematics. Research suggests taking rigorous math courses earlier in a student’s education increases college readiness which leads to a greater economic impact to the community. The purpose of this quantitative causal-comparative study was to determine if there is a difference between male and female students’ college readiness as measured by the mathematics test scores of the PSAT/NMSQT of students who have taken an Algebra 1 course, designated as either Honors or Non-Honors section, who attend a private high school. Having early indications of college readiness allows students more time to develop the skills necessary to be successful in college and reduce the need for remedial courses. The study used archival data of a convenience sample of 166 10th-grade participants to determine differences in college readiness between the Honors and Non-Honors Algebra 1 male and female students. A two-way ANOVA was conducted to analyze the differences and interactions between the groups. The results revealed there is a statistically significant difference in the college readiness of students who took Honors Algebra 1 than those who did not. There was no statistically significant difference in college readiness found between genders. Recommendations for future research include investigating the college readiness for students who stay on the Honors track past Algebra 1 and the differences in college readiness between students who take Honors English and those who do not.

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