Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students. NCEE 2012-4021

Autor/inn/en	Heppen, Jessica B.; Walters, Kirk; Clements, Margaret; Faria, Ann-Marie; Tobey, Cheryl; Sorensen, Nicholas; Culp, Katherine
Institution	National Center for Education Evaluation and Regional Assistance (ED); Regional Educational Laboratory Northeast & Islands (ED)
Titel	Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students. NCEE 2012-4021
Quelle	(2011), (185 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Elementary Secondary Education; Mathematics Achievement; Online Courses; Hypothesis Testing; Program Effectiveness; Grade 8; Algebra; Mathematics Curriculum; Instructional Effectiveness; Program Evaluation; Public Officials; Access to Education; Intervention; Measures (Individuals); Maine; Vermont + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Online course; Online-Kurs; Hypothesenprüfung; Hypothesentest; School year 08; 8. Schuljahr; Schuljahr 08; Unterrichtserfolg; Programme evaluation; Programmevaluation; Education; Access; Bildung; Zugang; Bildungszugang; Messdaten
Abstract	This report presents findings from a randomized control trial designed to inform the decisions of policymakers who are considering using online courses to provide access to Algebra I in grade 8. It focuses on students judged by their schools to be ready to take Algebra I in grade 8 but who attend schools that do not offer the course. The study tested the impact of offering an online Algebra I course on students' algebra achievement at the end of grade 8 and their subsequent likelihood of participating in an advanced mathematics course sequence in high school. The study was designed to respond to both broad public interest in the deployment of online courses for K-12 students and to calls from policymakers to provide students with adequate pathways to advanced coursetaking sequences in mathematics (National Mathematics Advisory Panel 2008). This study is the first of its kind to rigorously evaluate the impact of offering an online version of Algebra I in schools that otherwise do not typically offer the course, even though they have students who are ready to take it. For educators and students facing similar challenges, the results of this study may be particularly informative and promising. Results showed that offering an online course to AR students is an effective way to broaden access to Algebra I in grade 8 and later, to more challenging mathematics course opportunities. The study demonstrates that an online course as implemented is more effective in promoting students' success in mathematics than existing practices in these schools. Appended are: (1) Study Design, Study Samples, and Statistical Precision; (2) Measures; (3) Intervention Features; (4) Estimation Methods and Hypothesis Testing; (5) Sensitivity Analyses; and (6) Missing Data and Multiple Imputation. (Contains 77 tables, 12 figures and 61 footnotes.) (ERIC).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10