Perceptions Of The Impact Mathematics Support Classes Have On Student Achievement

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Perceptions of the Impact Mathematics Support Classes Have on Student Achievement

Author : Charles Cordaryl Middleton
Publisher :
ISBN 13 :
Total Pages : 124 pages
Book Rating : 4.:/5 (119 download)

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Book Synopsis Perceptions of the Impact Mathematics Support Classes Have on Student Achievement by : Charles Cordaryl Middleton

Download or read book Perceptions of the Impact Mathematics Support Classes Have on Student Achievement written by Charles Cordaryl Middleton and published by . This book was released on 2020 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Many students today struggle with mastering grade-level mathematics standards. School leaders have implemented mathematics support classes as a possible solution; however, not all students are showing significant improvement. The challenge is determining an effective mathematics support class that has the most positive impact on student achievement. As a result, the purpose of this research study was to examine the perceptions of principals, mathematics teachers, and mathematics support teachers on the impact mathematics support classes had on student achievement. This study employed a qualitative case study research design that consisted of one overarching research question and three sub-research questions that framed this research study that sought to uncover best practices within the mathematics support class, barriers within the mathematics support class, and ways in which the mathematics support class could be improved. Interview data were obtained from middle school personnel consisting of three triads of principals, mathematics teachers, and mathematics support teachers, with a total of nine participants, in a suburban public-school system in the state of Georgia during the Spring of 2020. The findings of this study provided insight of the perceptions of middle school educators on the impact mathematics support classes had on student achievement. Descriptive data analysis was conducted to determine commonalities and provide recommendations regarding mathematics support classes in order to increase student achievement in mathematics. As a result, the analysis of data uncovered six overarching themes: best practices identified were implemented instructional strategies; barriers included lack of students' cognitive ability and skills, lack of educator's subject and pedagogical knowledge, and conditions of the class; and, improvements consisted of structure of the class and recommended instructional strategies. It can be concluded that the implementation of the mathematics support class was not as impactful as expected due to the myriad of barriers that exist. While there was not a mathematics support class that was deemed effective, the findings expressed a need to re-evaluate the current mathematics support class and make adjustments to meet the needs of the students to increase student achievement.

The Impact of After School Tutoring on Math Achievement

Author : Eric L. Brown
Publisher :
ISBN 13 :
Total Pages : 161 pages
Book Rating : 4.:/5 (118 download)

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Book Synopsis The Impact of After School Tutoring on Math Achievement by : Eric L. Brown

Download or read book The Impact of After School Tutoring on Math Achievement written by Eric L. Brown and published by . This book was released on 2017 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite increases in overall academic achievement, African American males continue to struggle in the area of mathematics. Data from the National Assessment of Educational Progress (NAEP) indicates that eighth grade African American males had the lowest levels of mathematics success of all subgroups in 2013, with only 13% performing at or above the proficient performance level in math. An approach to increasing the academic achievement of African American males has been to provide extended learning time beyond the typical secondary education experience. After school programs are one such example. Many studies indicate that after school programs have had some positive effects on math achievement. However, missing from the literature are qualitative studies that examine the impact of after school programs specifically on math achievement for African American males from the perspectives of the students and teachers involved in the programs. This qualitative study explores the experiences and perceptions of five African American male middle school students and three math teachers who tutor in an after school program at one middle school in southern California. The purpose of the study was to understand, from their perspective, the factors that were internal and external to the after school program that supported or challenged math achievement. Document analysis, observations of students' regular math class and after school class, and participant interviews revealed the influence that teachers, pedagogy, attendance, peers and educational structure had on student engagement and students' intrinsic motivation to learn math. This study exposes the complexity of raising math achievement even when students are given a second chance. It has important implications for educators, school program directors and school administrators who are engaged in efforts to increase the math achievement of African American male students.

Affect and Mathematics Education

Author : Markku S. Hannula
Publisher : Springer
ISBN 13 : 3030137619
Total Pages : 437 pages
Book Rating : 4.0/5 (31 download)

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Book Synopsis Affect and Mathematics Education by : Markku S. Hannula

Download or read book Affect and Mathematics Education written by Markku S. Hannula and published by Springer. This book was released on 2019-06-03 with total page 437 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book, inspired by the ICME 13 topic study group “Affect, beliefs and identity in mathematics education”, presents the latest trends in research in the area. Following an introduction and a survey chapter providing a concise overview of the state-of-art in the field of mathematics-related affect, the book is divided into three main sections: motivation and values, engagement, and identity in mathematics education. Each section comprises several independent chapters based on original research, as well as a reflective commentary by an expert in the area. Collectively, the chapters present a rich methodological spectrum, from narrative analysis to structural equation modelling. In the final chapter, the editors look ahead to future directions in the area of mathematics-education-related affect. It is a timely resource for all those interested in the interaction between affect and mathematics education.

Teachers' Perceptions of Instruction, Rigor, and High Achievers

Author : Diane R. Best
Publisher :
ISBN 13 :
Total Pages : 147 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis Teachers' Perceptions of Instruction, Rigor, and High Achievers by : Diane R. Best

Download or read book Teachers' Perceptions of Instruction, Rigor, and High Achievers written by Diane R. Best and published by . This book was released on 2016 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was: (a) to determine the impact of the introduction of the PA Core Standards in mathematics on advanced middle school students and identify the impact of adaptable and rigorous instructional practices currently utilized in schools on high achieving students in mathematics and (b) to determine teachers' perceptions of how a framework, such as Multi-Tiered Systems of Support (MTSS), impacts the instructional practices utilized to meet the needs of advanced learners to increase student achievement. This study examined the instructional practices and frameworks used by middle school mathematics teachers to advance the learning of high achievers. Additionally, this research identified the need for a systematic framework to identify and accommodate the advanced learner's individual student needs. Looking at instructional practices and components of the Multi-Tiered Systems of Support/Response to Intervention/Response to Instruction and Intervention (MTSS/RtI/RtII) as self-reported by teachers and comparing the average growth index (AGI) in the Pennsylvania Value-Added Assessment System (PVAAS) for advanced students provided evidence of instructional practice effectiveness. Qualitative data was collected through an online survey and allowed the researcher to study the connection of instructional practices within a systematic framework. The researcher determined the types of instructional practices implemented in the middle school mathematics classes as related to the Depth of Knowledge level that advanced students needed to grow academically. The researcher also identified teacher perceptions of important aspects of the mathematics classroom and collected evidence to support instructional practices and organizational structure of the school.

Researching and Using Progressions (Trajectories) in Mathematics Education

Author :
Publisher : BRILL
ISBN 13 : 9004396446
Total Pages : 255 pages
Book Rating : 4.0/5 (43 download)

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Book Synopsis Researching and Using Progressions (Trajectories) in Mathematics Education by :

Download or read book Researching and Using Progressions (Trajectories) in Mathematics Education written by and published by BRILL. This book was released on 2019-02-04 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: The relationship between research and practice has long been an area of interest for researchers, policy makers, and practitioners alike. One obvious arena where mathematics education research can contribute to practice is the design and implementation of school mathematics curricula. This observation holds whether we are talking about curriculum as a set of broad, measurable competencies (i.e., standards) or as a comprehensive set of resources for teaching and learning mathematics. Impacting practice in this way requires fine-grained research that is focused on individual student learning trajectories and intimate analyses of classroom pedagogical practices as well as large-scale research that explores how student populations typically engage with the big ideas of mathematics over time. Both types of research provide an empirical basis for identifying what aspects of mathematics are important and how they develop over time. This book has its origins in independent but parallel work in Australia and the United States over the last 10 to 15 years. It was prompted by a research seminar at the 2017 PME Conference in Singapore that brought the contributors to this volume together to consider the development and use of evidence-based learning progressions/trajectories in mathematics education, their basis in theory, their focus and scale, and the methods used to identify and validate them. In this volume they elaborate on their work to consider what is meant by learning progressions/trajectories and explore a range of issues associated with their development, implementation, evaluation, and on-going review. Implications for curriculum design and future research in this field are also considered. Contributors are: Michael Askew, Tasos Barkatsas, Michael Belcher, Rosemary Callingham, Doug Clements, Jere Confrey, Lorraine Day, Margaret Hennessey, Marj Horne, Alan Maloney, William McGowan, Greg Oates, Claudia Orellana, Julie Sarama, Rebecca Seah, Meetal Shah, Dianne Siemon, Max Stephens, Ron Tzur, and Jane Watson.

Family Background and Student Achievement

Author :
Publisher : World Bank Publications
ISBN 13 : 6092701421
Total Pages : 41 pages
Book Rating : 4.0/5 (927 download)

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Book Synopsis Family Background and Student Achievement by :

Download or read book Family Background and Student Achievement written by and published by World Bank Publications. This book was released on with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The Effects of the Learning-focused Schools Model on Student Achievement in Math and Reading and Teachers' Perceptions of the Model

Author : Wendy L. Royer
Publisher :
ISBN 13 :
Total Pages : 122 pages
Book Rating : 4.:/5 (464 download)

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Book Synopsis The Effects of the Learning-focused Schools Model on Student Achievement in Math and Reading and Teachers' Perceptions of the Model by : Wendy L. Royer

Download or read book The Effects of the Learning-focused Schools Model on Student Achievement in Math and Reading and Teachers' Perceptions of the Model written by Wendy L. Royer and published by . This book was released on 2009 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:

ATTITUDES TOWARDS MATHEMATICS AND MATHEMATICAL ACHIEVEMENT IN SECONDARY SCHOOLS IN ENGLAND: EXPLORING THE ROLE OF SOCIAL CLASS, GENDER AND ETHNICITY

Download ATTITUDES TOWARDS MATHEMATICS AND MATHEMATICAL ACHIEVEMENT IN SECONDARY SCHOOLS IN ENGLAND: EXPLORING THE ROLE OF SOCIAL CLASS, GENDER AND ETHNICITY PDF Online Free

Author : Jeffery Quaye
Publisher : Lulu.com
ISBN 13 : 0244558604
Total Pages : 304 pages
Book Rating : 4.2/5 (445 download)

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Book Synopsis ATTITUDES TOWARDS MATHEMATICS AND MATHEMATICAL ACHIEVEMENT IN SECONDARY SCHOOLS IN ENGLAND: EXPLORING THE ROLE OF SOCIAL CLASS, GENDER AND ETHNICITY by : Jeffery Quaye

Download or read book ATTITUDES TOWARDS MATHEMATICS AND MATHEMATICAL ACHIEVEMENT IN SECONDARY SCHOOLS IN ENGLAND: EXPLORING THE ROLE OF SOCIAL CLASS, GENDER AND ETHNICITY written by Jeffery Quaye and published by Lulu.com. This book was released on 2020-02-02 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is essential reading in the sociology of education, social policy and mathematics education. It is for teachers, principals, superintendents, school leaders and policymakers. For too long, many children have not achieved their best potential in mathematics at both primary and secondary schools. Although scholarly interest in students' attitudes towards mathematics and achievement in mathematics has increased, there is scant research which explores the explanatory potential of Bourdieu's trilogy of habitus, cultural capital and social field in investigating students' attitudes towards mathematics. The content is based on a rich empirical study of 1106 students aged 14-16 and gives a detailed account drawing on both quantitative and qualitative data to show the intersection of social class, gender and ethnicity on students' aspiration, attitudes towards mathematics and mathematical achievement at GCSE in secondary schools in England.

Mathematical Proficiency for All Students: Toward a Strategic Research and Development Program in Mathematics Education

Author : Deborah Loewenberg
Publisher : Rand Corporation
ISBN 13 : 0833034111
Total Pages : 123 pages
Book Rating : 4.8/5 (33 download)

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Book Synopsis Mathematical Proficiency for All Students: Toward a Strategic Research and Development Program in Mathematics Education by : Deborah Loewenberg

Download or read book Mathematical Proficiency for All Students: Toward a Strategic Research and Development Program in Mathematics Education written by Deborah Loewenberg and published by Rand Corporation. This book was released on 2003-04-15 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: A clear need exists for substantial improvement in mathematics proficiency in U.S. schools. The RAND Mathematics Study Panel was convened to inform the U.S. Department of Education's Office of Educational Research and Improvement on ways to improve the quality and usability of education research and development (R&D). The panel identified three areas for focused R&D: development of teachers' mathematical knowledge used in teaching; teaching and learning of skills needed for mathematical thinking and problem-solving; and teaching and learning of algebra from kindergarten through the 12th grade.

A Case Study on the Effects of a Collective Approach to Professional Development on Math Student Achievement

Author : Yolanda Pearl Jones
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (142 download)

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Book Synopsis A Case Study on the Effects of a Collective Approach to Professional Development on Math Student Achievement by : Yolanda Pearl Jones

Download or read book A Case Study on the Effects of a Collective Approach to Professional Development on Math Student Achievement written by Yolanda Pearl Jones and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to gather teacher and parent perceptions about a collective approach to PLCs and their impact on student achievement in Algebra 1, Algebra 2, and Geometry. This research, carried out as a single case study at a high school in West Tennessee, used a qualitative research method to identify which PLC structure, whether a collective approach or whole group, was more conducive to improving teaching practices, thus impacting student achievement. Qualitative research methods were used to identify and examine which PLC structure impacted teaching practices, student learning, and student achievement in high school classrooms.

Beliefs: A Hidden Variable in Mathematics Education?

Author : G.C. Leder
Publisher : Springer Science & Business Media
ISBN 13 : 0306479583
Total Pages : 367 pages
Book Rating : 4.3/5 (64 download)

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Book Synopsis Beliefs: A Hidden Variable in Mathematics Education? by : G.C. Leder

Download or read book Beliefs: A Hidden Variable in Mathematics Education? written by G.C. Leder and published by Springer Science & Business Media. This book was released on 2005-12-28 with total page 367 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on aspects of mathematical beliefs, from a variety of different perspectives. Current knowledge of the field is synthesized and existing boundaries are extended. The volume is intended for researchers in the field, as well as for mathematics educators teaching the next generation of students.

Family Background and Student Achievement

Author : Marlaine E. Lockheed
Publisher :
ISBN 13 :
Total Pages : 46 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Family Background and Student Achievement by : Marlaine E. Lockheed

Download or read book Family Background and Student Achievement written by Marlaine E. Lockheed and published by . This book was released on 1988 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prior research has underestimated the influence of family background on student achievement in developing countries.

How Classroom Interventions Can Promote Development of Positive Mathematical Identity

Author : Kevin M. Westrich
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (924 download)

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Book Synopsis How Classroom Interventions Can Promote Development of Positive Mathematical Identity by : Kevin M. Westrich

Download or read book How Classroom Interventions Can Promote Development of Positive Mathematical Identity written by Kevin M. Westrich and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "At a time when the number of U.S. students choosing to major in mathematics is declining and there is a shortage of graduates in fields which require advanced mathematics, there is little focus on students' affective feelings and beliefs toward mathematics or how they value mathematics as part of their lives and as a necessary part of their future. The need for encouragement in continuing to study mathematics is even greater among those traditionally underrepresented in mathematics including women, African Americans, and Latinas/os. A classroom emphasis on supporting students as individuals in developing an appreciation for mathematics and seeing the value of mathematics for their future may thus work to relieve the shortage of students choosing careers involving mathematics as well as support the shift to the Common Core State Standards. Using an action research methodology, this study is designed to promote characteristics of positive mathematical identity in secondary school students. These characteristics, which have been linked to success in mathematics, include: confidence in mathematical ability, motivation to succeed in school mathematics, valuing mathematics as a discipline, and seeing mathematics as necessary for the future. In order to promote these characteristics of mathematical identity, I enacted a change in my teaching practice to include an explicit classroom focus on student's affective relationship with mathematics. The intervention activities involved student participation in writing journal entries, class discussions, mini-lessons and completion of surveys about perceptions and beliefs about mathematics, as well as writing a mathematical autobiography. Using a theoretical framework involving identity theory, research on mindset, stereotype theory, and principles of mathematics for social justice, this study addressed the following research question: How can an explicit classroom focus on student beliefs about mathematics nurture development of positive mathematical identity? This question was addressed by analyzing data from student journal entries, surveys, a teacher log, student mathematical logs, transcripts of class discussions, and student mathematical autobiographies. These data were collected during the fall of 2014 and were coded and analyzed using qualitative data analysis methods looking for patterns and themes in the data to reach conclusions regarding the research question. More specifically, these data were analyzed to examine (a) how students engaged with intervention activities (b) what students shared about their perceptions of mathematics and (c) how students were impacted by the intervention activities in support of their development of positive mathematical identity. Findings from this study suggest that there can be great value for both students and teachers in devoting explicit attention to students' beliefs and feelings in a mathematics course, and suggest specific activities that teachers could use to do so, along with their potential benefits and limitations. The study confirms previous findings that many urban students find their personal relationship with mathematics as a challenging and at times emotionally charged subject, and have little appreciation of the utility of mathematics in general and more specifically how school mathematics is related to their lives. This, in turn, has a negative impact on their confidence, motivation, and willingness to engage in advanced mathematics. The study also shows that students with different mathematical histories of success in high school mathematics varied in how they engaged with the intervention activities and how they held different beliefs related to confidence and motivation. While it was difficult to determine the impact of the intervention on participants' development of positive identity, several positive outcomes were documented, including the development of a stronger class community"--Leaves 9-10.

The 21st Century Mathematics Education in China

Author : Yiming Cao
Publisher : Springer
ISBN 13 : 3662557819
Total Pages : 487 pages
Book Rating : 4.6/5 (625 download)

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Book Synopsis The 21st Century Mathematics Education in China by : Yiming Cao

Download or read book The 21st Century Mathematics Education in China written by Yiming Cao and published by Springer. This book was released on 2017-10-11 with total page 487 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book intends to provide a comprehensive introduction to the status of development of Chinese mathematics education in the 21st century. To this end, the book summarizes and presents the research and practices of Chinese mathematics education in the following aspects: (1) characteristics of Chinese school mathematics curriculum and textbooks, (2) Chinese ways and strategies of teaching mathematics and the characteristics of mathematics classroom instruction in China, (3) Chinese instructional practices in developing (both gifted and underachieving) students’ mathematical capabilities, (4) how professional development of mathematics teachers is promoted in China, including mathematics teachers’ pre-service and in-service education, and how Chinese mathematics teachers design and implement teaching and research activities, and (5) how mathematics education is assessed and evaluated, including how to evaluate teachers’ teaching and students’ achievements. Relevant research in Chinese mathematics education involving methods of surveys, interviews, text analysis, etc., are reviewed and analyzed. Results of a number of video studies of Chinese mathematics classroom teaching and learning are also integrated into this book.

How Do Students Perceive and Describe Their Mathematical Learning Experience in a 10th Grade Geometry I Class?

Author : Hyeseon Judy Lee
Publisher :
ISBN 13 :
Total Pages : 171 pages
Book Rating : 4.:/5 (128 download)

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Book Synopsis How Do Students Perceive and Describe Their Mathematical Learning Experience in a 10th Grade Geometry I Class? by : Hyeseon Judy Lee

Download or read book How Do Students Perceive and Describe Their Mathematical Learning Experience in a 10th Grade Geometry I Class? written by Hyeseon Judy Lee and published by . This book was released on 2009 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Some students do not learn mathematics even though they have both the potential and ability to learn math. This problem typically diminishes opportunities for students who are already marginalized by society. Educators, educational administrators, education policy makers, and the education community have been aware of the significant disparities in mathematics and science achievement between Asian/Pacific Islanders and Caucasians and underrepresented minority groups. If we are to understand students and to alter their motivational patterns and attitudes, continued research in the area of student motivation and attitude is essential. This case study provides a detailed examination of a 10th grade geometry class located in an urban magnet public high school with 95% minority students. The primary purpose was to learn how students perceive and describe their mathematical learning experiences. The secondary purpose was to determine the factors that influenced on students' motivation, attitudes, or perceptions of their mathematical learning experiences. Students described not only their perceptions and attitudes in light of their actual degree of success, but also the impact of their mathematics teacher's pedagogy. Using qualitative methods, this study suggests the potential of some factors that mathematics educators, educational administrators, or policy makers should consider in order to explain why and how some students do not learn mathematics, even though they have the ability to learn it. The researcher analyzes data from surveys, interviews, and classroom observation. There are seven emergent themes--three themes which arose as influencing students' attitudes: (1) family background, (2) teacher's beliefs and attitudes, and (3) the concept of success as a turning point and four themes which had been anticipated as potentially explanatory, but ultimately were not: (1) student initial attitude, (2) gender, (3) ethnicity, and (4) teacher's pedagogy alone. Furthermore, the data indicate that the classic stereotypes about how gender and/or ethnicity influence the mathematics achievement gap in the U.S. may not apply in settings where all students receive appropriate support and the educational environment is conducive to learning mathematics. Moreover, the data indicate that the focus on content knowledge in determining who is a highly qualified teacher in the No Child Left Behind Act of 2001 may need to be examined further. This study will be of value to educators in the design and understanding of interventions to enhance achievement in high school mathematics.

Teacher Quality, Instructional Quality and Student Outcomes

Author : Trude Nilsen
Publisher : Springer
ISBN 13 : 3319412523
Total Pages : 167 pages
Book Rating : 4.3/5 (194 download)

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Book Synopsis Teacher Quality, Instructional Quality and Student Outcomes by : Trude Nilsen

Download or read book Teacher Quality, Instructional Quality and Student Outcomes written by Trude Nilsen and published by Springer. This book was released on 2016-09-19 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).

The Effect of Algebra Support Classes on EOCT Scores and SGP Data

Author : Lynn Harris Parker
Publisher :
ISBN 13 :
Total Pages : 158 pages
Book Rating : 4.:/5 (945 download)

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Book Synopsis The Effect of Algebra Support Classes on EOCT Scores and SGP Data by : Lynn Harris Parker

Download or read book The Effect of Algebra Support Classes on EOCT Scores and SGP Data written by Lynn Harris Parker and published by . This book was released on 2015 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools are having to find innovative ways to increase the instructional time in the school day to not only address deficiencies in student' mathematical knowledge but to also increase the academic rigor and prepare students for college and careers. The most popular approach is double-dosing, where students give up an elective class in order to take an additional mathematics class. Whereas this is a popular approach, there have not been very many studies on the effectiveness of this practice. This study adds to the body of knowledge on double-dosing by analyzing the effectiveness of the support class through student achievement on the state End of Course Coordinate Algebra test as well as through Student Growth Percentiles. Analysis of Covariance (ANCOVA) was used for all analyses. Criterion-Referenced Competency Test scores were used as the covariate. The participants in this study were first-time freshmen enrolled in Coordinate Algebra in an urban district of approximately 25,000 total students. Data indicated that the interaction between support classes and school year were trending toward significance for both the End of Course scores (p = .056) as well as Student Growth Percentiles (p = .068). In the second year of the study, students enrolled in the Mathematics Support class scored higher on the End of Course test and had higher Student Growth Percentiles. Additionally, there was a significant main effect for support class on the Student Growth Percentiles (p = .028). Students in the support class did achieve significantly higher growth than students who were not concurrently enrolled in the support class. Whereas increases in mathematical growth do not necessarily result in increases in achievement scores, as evidenced by the data in this study, the Mathematics Support classes are effective in increasing student learning in mathematics.