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The Effect Of Mandating Algebra For All Students In Grade 8 Versus Grade 9 In A Small Suburban K-12 School District In New Jersey, Peter Crawley
The Effect Of Mandating Algebra For All Students In Grade 8 Versus Grade 9 In A Small Suburban K-12 School District In New Jersey, Peter Crawley
Seton Hall University Dissertations and Theses (ETDs)
The traditional sequencing of the ninth- to twelfth-grade math curriculum in the United States has students taking Algebra 1 in the ninth grade, Geometry in the tenth grade, Algebra 2 in the eleventh grade and an optional advanced math course (e.g. pre-calculus, statistics) in the twelfth grade. In this traditional setup, talented math students are given the opportunity to take Algebra 1 in the eighth grade, which allows them to take two or more years of advanced math before graduating from high school. In an effort to create more equitable access to advanced math courses, many districts are considering or …
The Influence Of Mathematical-Instructional Minutes On The Percentage Of Proficient And Advanced Proficient Scores In Mathematics On The New Jersey Assessment Of Skills And Knowledge For Grades 6-8, Eric Walter Kosek
Seton Hall University Dissertations and Theses (ETDs)
The purpose of this non-experimental, cross-sectional, correlational study was to examine the influence, if any, of mathematical-instructional minutes on academic achievement as measured by the 2014 New Jersey Assessment of Skills and Knowledge (NJ ASK) 6, 7, and 8 mathematics scores. Additionally, the study accounted for other factors that influence student achievement, including selected metrics and variables listed on the 2013-2014 New Jersey School Performance Report. The variable of interest, mathematical-instructional minutes, was obtained via survey from all schools in New Jersey that educated students in Grades 6-8. The survey data were then matched with each responding school’s New Jersey …