Who Repeats Algebra And How Does Initial Performance Relate To Improvement When The Course Is Repeated

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Who Repeats Algebra I, and How Does Initial Performance Relate to Improvement When the Course Is Repeated?

Author : Anthony B. Fong
Publisher :
ISBN 13 :
Total Pages : 31 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Who Repeats Algebra I, and How Does Initial Performance Relate to Improvement When the Course Is Repeated? by : Anthony B. Fong

Download or read book Who Repeats Algebra I, and How Does Initial Performance Relate to Improvement When the Course Is Repeated? written by Anthony B. Fong and published by . This book was released on 2014 with total page 31 pages. Available in PDF, EPUB and Kindle. Book excerpt: This REL West study explores the prevalence of students repeating Algebra I, who is most likely to repeat the course, and the level of improvement for students who repeat. Using six years of data from a cohort of 3,400 first-time seventh grade students in a California school district, authors found that 44 percent of students repeated algebra I. Overall, student performance improved on average by approximately one-half of a letter grade and a little less than one-third of a performance level on the CST when students repeated the course. But when the data was disaggregated based on initial performance in the class, higher-achieving students experienced variation in improvement levels. Repeating students who initially received average course grades of at least a "C" in Algebra I earned higher CST scores but lower course grades on average when they repeated the course. Students who initially scored Proficient on the Algebra I CST experienced increases in course grades but declines in CST scores on average when they repeated the course. Overall, these findings show that lower-performing students are likely to experience improvements in grades and CST scores when they repeat Algebra I, but that higher-performing students are likely to experience improvements on some measures of performance and declines on others when they repeat the course. The following are appended: (1) Detailed information about the dataset and analysis; and (2) The multivariate analysis, multiple repeaters, and summer repeaters.

Who Repeats Algebra, and How Does Initial Performance Relate to Improvement When the Course Is Repeated?

Author : Anthony Fong
Publisher :
ISBN 13 :
Total Pages : 9 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Who Repeats Algebra, and How Does Initial Performance Relate to Improvement When the Course Is Repeated? by : Anthony Fong

Download or read book Who Repeats Algebra, and How Does Initial Performance Relate to Improvement When the Course Is Repeated? written by Anthony Fong and published by . This book was released on 2016 with total page 9 pages. Available in PDF, EPUB and Kindle. Book excerpt: The information provided in this report shows how students perform when they repeat algebra I and how the level of improvement varies depending on initial course performance and the academic measure (course grades or CST scores). This information can help inform decisions and policies regarding whether and under what circumstances students should repeat the course. The study examined four research questions: (1) How many students repeat algebra I after taking it for the first time?; (2) How do student characteristics (such as race/ethnicity, gender, grade 7 math performance and initial algebra I performance) relate to the likelihood of repeating algebra I?; (3) How well do students perform when they repeat algebra I compared with the first time they took the course?; and (4) How does that difference in performance vary based on student characteristics? This study was conducted in the East Side Union High School District, located in Silicon Valley, California. The data for this study are from this district and five elementary school districts that feed into the East Side Union High School District: Alum Rock Union Elementary School District, Evergreen School District, Franklin-McKinley Elementary School District, Mt. Pleasant Elementary School District, and Oak Grove Elementary School District. The study examined algebra repetition rates and success rates among students based on their characteristics and initial performance. Data from the elementary feeder districts, which span from kindergarten through grade 8, were collected for the 2005/06-2008/09 school years, and data from the high school district, which spans from grade 9 through grade 12, were collected for the 2007/08-2011/12 school years. Student-level longitudinal data, collected from each district, include variables such as identification number, race/ethnicity, gender, math course name, final course letter grade received, math CST taken, CST scale score, and CST performance level. A logistic regression was used to identify the relationship between student characteristics and algebra repetition. Of the 3,400 students in the sample, 44.3 percent repeated algebra I. While grades and standardized test scores are the most common reasons to retake the course, other considerations may also factor in, such as parent preferences and teacher or counselor recommendations, depending on the school and district. The rates of repeating varied across student characteristics, with students in special education (69.6 percent), Hispanic students (61.1 percent), and English language learner students (56.7 percent) exhibiting the highest rates. Students' performance improved on average by approximately half a letter grade and a little less than a third of a CST performance level when they repeated algebra I, but the data showed variation in improvement levels among higher achieving students.

Mathematical Mindsets

Author : Jo Boaler
Publisher : John Wiley & Sons
ISBN 13 : 0470894520
Total Pages : 320 pages
Book Rating : 4.4/5 (78 download)

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Book Synopsis Mathematical Mindsets by : Jo Boaler

Download or read book Mathematical Mindsets written by Jo Boaler and published by John Wiley & Sons. This book was released on 2015-11-02 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Banish math anxiety and give students of all ages a clear roadmap to success Mathematical Mindsets provides practical strategies and activities to help teachers and parents show all children, even those who are convinced that they are bad at math, that they can enjoy and succeed in math. Jo Boaler—Stanford researcher, professor of math education, and expert on math learning—has studied why students don't like math and often fail in math classes. She's followed thousands of students through middle and high schools to study how they learn and to find the most effective ways to unleash the math potential in all students. There is a clear gap between what research has shown to work in teaching math and what happens in schools and at home. This book bridges that gap by turning research findings into practical activities and advice. Boaler translates Carol Dweck's concept of 'mindset' into math teaching and parenting strategies, showing how students can go from self-doubt to strong self-confidence, which is so important to math learning. Boaler reveals the steps that must be taken by schools and parents to improve math education for all. Mathematical Mindsets: Explains how the brain processes mathematics learning Reveals how to turn mistakes and struggles into valuable learning experiences Provides examples of rich mathematical activities to replace rote learning Explains ways to give students a positive math mindset Gives examples of how assessment and grading policies need to change to support real understanding Scores of students hate and fear math, so they end up leaving school without an understanding of basic mathematical concepts. Their evasion and departure hinders math-related pathways and STEM career opportunities. Research has shown very clear methods to change this phenomena, but the information has been confined to research journals—until now. Mathematical Mindsets provides a proven, practical roadmap to mathematics success for any student at any age.

Preparing Students for College and Careers

Author : Katie Larsen McClarty
Publisher : Routledge
ISBN 13 : 1317221613
Total Pages : 375 pages
Book Rating : 4.3/5 (172 download)

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Book Synopsis Preparing Students for College and Careers by : Katie Larsen McClarty

Download or read book Preparing Students for College and Careers written by Katie Larsen McClarty and published by Routledge. This book was released on 2017-08-22 with total page 375 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preparing Students for College and Careers addresses measurement and research issues related to college and career readiness. Educational reform efforts across the United States have increasingly taken aim at measuring and improving postsecondary readiness. These initiatives include developing new content standards, redesigning assessments and performance levels, legislating new developmental education policy for colleges and universities, and highlighting gaps between graduates’ skills and employers’ needs. In this comprehensive book, scholarship from leading experts on each of these topics is collected for assessment professionals and for education researchers interested in this new area of focus. Cross-disciplinary chapters cover the current state of research, best practices, leading interventions, and a variety of measurement concepts, including construct definitions, assessments, performance levels, score interpretations, and test uses.

How Do Algebra I Course Repetition Rates Vary Among English Learner Students by Length of Time to Reclassification as English Proficient?

Download How Do Algebra I Course Repetition Rates Vary Among English Learner Students by Length of Time to Reclassification as English Proficient? PDF Online Free

Author : Karina Jaquet
Publisher :
ISBN 13 :
Total Pages : 32 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis How Do Algebra I Course Repetition Rates Vary Among English Learner Students by Length of Time to Reclassification as English Proficient? by : Karina Jaquet

Download or read book How Do Algebra I Course Repetition Rates Vary Among English Learner Students by Length of Time to Reclassification as English Proficient? written by Karina Jaquet and published by . This book was released on 2017 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has found high repetition rates for students in Algebra I, with one study finding a repetition rate of 44 percent for students in a large urban high school district. Less is known about how math performance and Algebra I course repetition rates vary among students with different levels of English proficiency. This report examines Algebra I repetition rates of English learner students on the basis of whether these students were reclassified as English proficient and, if so, how long it took them to be reclassified. The report also compares the performance of students in different English learner status groups in repeating Algebra I and in taking higher level math courses in high school. Understanding these patterns can inform decisions about the nature and intensity of support that might be provided to English learner students before and after reclassification. This report examines students in four English learner status groups in a high school district in California in 2008/09-2011/12 and in five of its seven feeder elementary (K-8) school districts in 2006/07-2007/08. The four groups are: (1) Long-term English learner students (classified as English learner students by at least grade 1 and not reclassified as English proficient by grade 12); (2) Reclassified long-term English learner students (classified as English learner students by at least grade 1 and reclassified as English proficient at some point in grades 7-12); (3) Short-term English learner students (classified as English learner students by at least grade 1 and reclassified as English proficient before grade 7); and (4) Never-English learner students (never classified as English learner students). The study found that long-term English learner students had the highest Algebra I repetition rates (68 percent), followed by reclassified long-term English learner students (59 percent), never-English learner students (44 percent), and short-term English learner students (30 percent). Comparisons between the first and second time that students took Algebra I showed statistically significant improvements in Algebra I course grades and test scores across all four English learner status groups. Among students who repeated Algebra I, short-term English learner students tended to perform the best: 52 percent earned an average course grade of C or better the second time they took the course, compared with 40 percent of never-English learner students, 39 percent of reclassified long-term English learner students, and 29 percent of long-term English learner students. Among students who repeated Algebra I, short-term English learner students also had the highest percentage of students who completed Algebra II or higher with an average course grade of C or better: 20 percent, compared with 12 percent of never-English learner students and 11 percent of reclassified long-term English learner students. The ranking pattern among English learner status groups was similar for students who did not repeat Algebra I. The findings suggest that long-term English learner students and reclassified long-term English learner students tend to struggle more with Algebra I than do other students and that short-term English learner students tend to perform better than the other groups, including never-English learner students. The findings also suggest that additional resources may be needed for long-term English learner students and reclassified long-term English learner students. Such resources might include support differentiated on the basis of student need before students enroll in the course as well as while they are enrolled in the course. These differentiated supports may be particularly valuable for long-term English learner students and reclassified long-term English learner students because of their continuing need to develop English language proficiency along with math proficiency. The following are appended: (1) Data, sample construction, and methodology; and (2) Disaggregation by English learner status group and additional analyses.

Reframing Retention Strategy for Institutional Improvement

Author : David H. Kalsbeek
Publisher : John Wiley & Sons
ISBN 13 : 1118648188
Total Pages : 147 pages
Book Rating : 4.1/5 (186 download)

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Book Synopsis Reframing Retention Strategy for Institutional Improvement by : David H. Kalsbeek

Download or read book Reframing Retention Strategy for Institutional Improvement written by David H. Kalsbeek and published by John Wiley & Sons. This book was released on 2013-03-18 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: Take an in-depth look at the difficulty in gaining traction at the institutional level in improving student retention and degree completion rates—especially at larger four year institutions where size, complexity, and multiplicity of structures and processes present particular challenges. This volume offers a way for institutional leaders to better focus their time, energy, and resources in their retention effort by framing the way they think about it using the 4 Ps of retention strategy: profile, progress, process, and promise. This simple framework challenges long-standing, traditional assumptions about student retention that can distract and dilute institutional efforts, and helps keep those efforts sharply and singularly focused on improving retention and degree completion outcomes. This is the 161st volume of this Jossey-Bass series. Addressed to higher education decision makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution.

The Effects of Problem-Based Learning on Standardized Test Achievement of Students Retaking Algebra 1

Author : Logan Edward Bourke
Publisher :
ISBN 13 :
Total Pages : 184 pages
Book Rating : 4.:/5 (984 download)

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Book Synopsis The Effects of Problem-Based Learning on Standardized Test Achievement of Students Retaking Algebra 1 by : Logan Edward Bourke

Download or read book The Effects of Problem-Based Learning on Standardized Test Achievement of Students Retaking Algebra 1 written by Logan Edward Bourke and published by . This book was released on 2017 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine whether the frequent implementation of brief problem-based learning tasks improved the conceptual understanding, as measured by district-wide standardized assessments, of students who had failed and were repeating an Algebra 1 course. Prior to the start of this study, students from both the control and treatment groups completed an attitudinal survey to gauge their perceptions of school, the math classroom and their own mathematical ability. Two Algebra 1 units were then taught within the eight-week span of the study. During the first unit, students in the control group received direct instruction about how to solve a system of linear equations before completing a series of practice problems using their instructors work as a model. Students in the treatment group began each lesson of the first unit by completing a problem-based learning task before receiving the same direct instruction and practice problems as the control group. At the start of the second unit, the roles of the classes were switched. The previous control group completed problem-based learning tasks at the start of every lesson, while the previous treatment group no longer completed the tasks. Classroom observations were made throughout both units in order to record whether or not each student's efforts were productive. At the end of each unit of study, students from both groups took the same summative assessment. After taking the second unit assessment, students completed the attitudinal survey once again. Analysis of each student's performance on the unit assessments, the classroom observations, and the attitudinal survey data, determined if a significant gain in conceptual understanding had occurred in either class and if the learning environment created in each class was sufficient for such a gain to occur. The results of this study indicate that the frequent implementation of brief problem-based learning tasks did not improve the conceptual understanding of repeat Algebra 1 students.

Bulletin

Author : California Mathematics Council
Publisher :
ISBN 13 :
Total Pages : 284 pages
Book Rating : 4.:/5 (35 download)

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Book Synopsis Bulletin by : California Mathematics Council

Download or read book Bulletin written by California Mathematics Council and published by . This book was released on 1970 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Algebra I Repetition

Author :
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (134 download)

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Book Synopsis Algebra I Repetition by :

Download or read book Algebra I Repetition written by and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Resources in Education

Author :
Publisher :
ISBN 13 :
Total Pages : 380 pages
Book Rating : 4.:/5 (3 download)

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Book Synopsis Resources in Education by :

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Block Scheduling

Author : David J. Flinders
Publisher :
ISBN 13 :
Total Pages : 308 pages
Book Rating : 4.X/5 (6 download)

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Book Synopsis Block Scheduling by : David J. Flinders

Download or read book Block Scheduling written by David J. Flinders and published by . This book was released on 1999 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Achievement of High School Students who Repeat Algebra I During Summer School and the Regular School Term

Author : Marcia Hicks Alford
Publisher :
ISBN 13 :
Total Pages : 264 pages
Book Rating : 4.:/5 (448 download)

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Book Synopsis Achievement of High School Students who Repeat Algebra I During Summer School and the Regular School Term by : Marcia Hicks Alford

Download or read book Achievement of High School Students who Repeat Algebra I During Summer School and the Regular School Term written by Marcia Hicks Alford and published by . This book was released on 1999 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Bulletin of the Atomic Scientists

Author :
Publisher :
ISBN 13 :
Total Pages : 64 pages
Book Rating : 4./5 ( download)

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Book Synopsis Bulletin of the Atomic Scientists by :

Download or read book Bulletin of the Atomic Scientists written by and published by . This book was released on 1955-04 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Bulletin of the Atomic Scientists is the premier public resource on scientific and technological developments that impact global security. Founded by Manhattan Project Scientists, the Bulletin's iconic "Doomsday Clock" stimulates solutions for a safer world.

Pivoting Your Instruction

Author : Bruce M. Mackh
Publisher : Routledge
ISBN 13 : 1000425827
Total Pages : 226 pages
Book Rating : 4.0/5 (4 download)

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Book Synopsis Pivoting Your Instruction by : Bruce M. Mackh

Download or read book Pivoting Your Instruction written by Bruce M. Mackh and published by Routledge. This book was released on 2021-08-23 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical guide for college and university instructors explains how to design and prepare your courses to be adaptable for a full range of learning environments—whether that’s online, hybrid, or face-to-face traditional campus teaching. Author Bruce M. Mackh unpacks a comprehensive instructional design approach to curriculum and instruction that is suitable for all modalities and allows you to pivot quickly, regardless of how the course will be delivered. Chapters provide quick takeaways and cover challenges and opportunities, adapting high-impact practices across instructional models and fostering a culture of care. The book also encourages faculty members to adopt a student-centered mindset as they employ the principles of Design Thinking, User Experience Design, Instructional Design, and Learning Experience Design to create a high-quality course. The strategies at the heart of this book will help both new and experienced faculty save time, ensure instructional continuity during transitions, and achieve excellence in teaching.

Bulletin of the Atomic Scientists

Author :
Publisher :
ISBN 13 :
Total Pages : 48 pages
Book Rating : 4./5 ( download)

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Book Synopsis Bulletin of the Atomic Scientists by :

Download or read book Bulletin of the Atomic Scientists written by and published by . This book was released on 1959-02 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Bulletin of the Atomic Scientists is the premier public resource on scientific and technological developments that impact global security. Founded by Manhattan Project Scientists, the Bulletin's iconic "Doomsday Clock" stimulates solutions for a safer world.

Journal of Developmental Education

Author :
Publisher :
ISBN 13 :
Total Pages : 252 pages
Book Rating : 4.U/5 (183 download)

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Book Synopsis Journal of Developmental Education by :

Download or read book Journal of Developmental Education written by and published by . This book was released on 2013 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Comprehensive Handbook of Pediatric Audiology, Second Edition

Author : Anne Marie Tharpe
Publisher : Plural Publishing
ISBN 13 : 1597569542
Total Pages : 1033 pages
Book Rating : 4.5/5 (975 download)

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Book Synopsis Comprehensive Handbook of Pediatric Audiology, Second Edition by : Anne Marie Tharpe

Download or read book Comprehensive Handbook of Pediatric Audiology, Second Edition written by Anne Marie Tharpe and published by Plural Publishing. This book was released on 2016-02-19 with total page 1033 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Comprehensive Handbook of Pediatric Audiology, Second Edition is the most wide-ranging and complete work of its kind, and has become the definitive reference in the specialty area of pediatric audiology. Content areas range from typical auditory development, to identification and diagnostic processes, to medical and audiologic management of childhood hearing and ear disorders. An interdisciplinary assembly of sixty-six internationally recognized experts from the fields of audiology, speech-language pathology, education, pediatric medicine, otology, and hearing science have contributed to this second edition. Building from the success of the first edition, and aligning with the evolution of the profession, this edition expands and deepens its coverage of early identification of hearing loss, etiology and medical considerations, and hearing technologies, especially implantable devices and the measurement of outcomes resulting from intervention. Updates to the new edition include: New chapters on the measurement of outcomes resulting from intervention, preventable hearing loss, implementation of newborn hearing screening programs, and the future of implantable devices, among othersReorganization for improved sequencing of content areaSubstantially updated chapters The Comprehensive Handbook of Pediatric Audiology, Second Edition is intended for use in doctoral-level education programs in audiology or hearing science, as well as to serve as an in-depth reference source for practicing audiologists and other professionals, educators, scientists, and policy makers seeking current and definitive information on evidence-based pediatric audiology practice.