Effects of the Kentucky Virtual Schools' Hybrid Program for Algebra I on Grade 9 Student Math Achievement. Final Report. NCEE 2012-4020

Autor/inn/en	Cavalluzzo, Linda; Lowther, Deborah L.; Mokher, Christine; Fan, Xitao
Institution	Regional Educational Laboratory Appalachia (ED)
Titel	Effects of the Kentucky Virtual Schools' Hybrid Program for Algebra I on Grade 9 Student Math Achievement. Final Report. NCEE 2012-4020
Quelle	(2012), (158 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Rural Schools; Mathematics Achievement; Teacher Surveys; Grade 9; Algebra; Blended Learning; Instructional Effectiveness; Program Effectiveness; Professional Development; Course Descriptions; Instructional Materials; Computer Assisted Instruction; Virtual Classrooms; Intermode Differences; Comparative Analysis; Intervention; Kentucky + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 09; 9. Schuljahr; Schuljahr 09; Unterrichtserfolg; Kursstrukturplan; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht
Abstract	The 2006-11 Regional Educational Laboratory Appalachia at CNA conducted a rigorous evaluation of the Kentucky Virtual Schools hybrid algebra I curriculum. The curriculum combines traditional face-to-face instruction with an online program. This study used a two-cohort sample with 25 high schools in year 1 (SY 07/08: 13 treatment and 12 control) and 22 in year 2 (SY 08/09: 11 and 11), the randomized sample included 6,908 students, 61.4 percent of whom were in rural schools. As reported in the study, "Effects of the Kentucky Virtual Schools Hybrid Program for Algebra I on Grade 9 Student Math Achievement," researchers found that the hybrid class format was no more effective at increasing student achievement and future coursetaking in math than algebra offered in the traditional face-to-face format Eight appendixes present: (1) Power Analysis; (2) Data Collected but Not Analyzed; (3) Sample Detail; (4) Technical Information; (5) Data Cleaning and File Construction; (6) Professional Development Timeline; (7) Detailed Teacher Survey Results; and (8) Results of Sensitivity Analyses. (Contains 38 footnotes, 17 figures, and 43 tables.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences with Regional Educational Laboratory Appalachia administered by CNA Education.] (As Provided).
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