ERIC Number: ED220296
Record Type: RIE
Publication Date: 1982-Apr
Reference Count: 0
Predicting Inner City Junior High School Students' Success on the Algebra Regents. Independent Study Project. Columbia Pacific University.
Edwards, Elwood Gene
This study concerns itself with the guest for reliable methods of helping a greater percentage of inner city junior high school students in New York pass the ninth-year Regents examination. It investigates the hypothesis that assigning inner city students to algebra by mathematics levels rather than reading levels will result in a higher passing percentage on the examination. This investigation also looks at: (1) Is student failure on the Regents test a result of pupils being unaware of its nature and purpose; (2) Is there a combination of reading and mathematics scores that will insure examination success; and (3) Are other factors more significant than reading and mathematics scores in determining success or failure on the Regents test. The study focuses on 36 students placed in the September 1980 Regents Algebra class based on testing of 435 eighth-grade students at Sands Junior High School in New York City. The class consisted of 22 students chosen on the basis of mathematics scores, 14 selected on reading scores. Among the results, it was found students assigned to algebra based on mathematics test scores did not do significantly better than students assigned based on reading scores. It is felt that this finding has definite instructional implications. (MP)
Publication Type: Reports - Research; Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Authoring Institution: N/A
Identifiers: Mathematics Education Research; New York State Regents Scholarship Examinations
Note: Ph.D. Dissertation, Columbia Pacific University.