Date

12-2013

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Brian Yates

Keywords

Accelerated Math, instructional strategies, interventions, mathematics, Renaissance Learning, response to intervention

Disciplines

Curriculum and Instruction | Disability and Equity in Education | Educational Assessment, Evaluation, and Research | Educational Methods | Science and Mathematics Education | Special Education and Teaching

Abstract

Current legislation, such as No Child Left Behind (2001) or the Individuals with Disabilities Education Act (2004), has increased accountability for schools for the education of all students. These laws require schools to provide interventions for struggling learners, as part of the Response to Intervention process (IDEA, 2004). Accelerated Math (AM), published by Renaissance Learning, is a scientifically based program designed to supplement quality instruction as part of the RtI process. This correlational study examined ex post facto data using pre and posttest scores on the STAR Math Test in relation to amount of classroom time dedicated to AM instruction This computer-based program was examined as part of the existing school day, in public school systems in the rural Arkansas area. The results of the study showed a strong correlation between the amount of time and student performance and a decrease in the achievement gap when AM is implemented. Some concerns were noted about lower student gains in older grades and lack of participation in younger grades. Several reasons were explored for this issue, including teacher evaluation, math anxiety, and stereotypes. Findings from the study may help streamline instructional strategies and processes, and improve teacher effectiveness and evaluation procedures for mathematics instruction of all students.

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