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The Effect Of Scheduling Models For Introductory Algebra On 9th-Grade Students, Test Scores And Grades, Angela L. O'Hanlon
The Effect Of Scheduling Models For Introductory Algebra On 9th-Grade Students, Test Scores And Grades, Angela L. O'Hanlon
Student Work
The purpose of the study was to determine the effect of pacing and scheduling of algebra coursework on assigned 9th-grade students who traditionally would qualify for pre-algebra instruction and same course 9th-grade students who traditionally would qualify for standard algebra instruction. Students were selected based on completion of first-year algebra by the end of their 9th-grade year. This study will compare all students’ math EXPLORE test scores, PLAN test scores, algebra common summative assessments (CSAs), geometry CSAs, fall grade point averages (GPAs) and spring GPAs.