ERIC Number: ED555910
Record Type: Non-Journal
Publication Date: 2012
Pages: 106
Abstractor: As Provided
ISBN: 978-1-3035-3353-2
ISSN: N/A
EISSN: N/A
The Influence of Ability Grouping on Math Achievement in a Rural Middle School
Pritchard, Robert R.
ProQuest LLC, Ed.D. Dissertation, Seton Hall University
The researcher examined the academic performance of low-tracked students (n = 156) using standardized math test scores to determine whether there is a statistically significant difference in achievement depending on academic environment, tracked or nontracked. An analysis of variance (ANOVA) was calculated, using a paired samples t-test for a single cohort as both low- and high-tracked students were reorganized from heterogeneous course assignments in Grades 6 and 7 to an ability-grouped assignment in Grade 8. The researcher conducted a non-experimental study to analyze the influence of tracking on the academic achievement of non-accelerated students as measured by Grade 8 standardized math scores. The researcher analyzed the data using a longitudinal explanatory design. The data used were the NYSTP Math scores for a single cohort over a three-year period in Grades 6 through 8. An analysis of the data revealed that sorting the students into two groups for the purposes of math instruction--accelerated and standard curriculum--did not have a positive influence on math achievement for either group. The lower-tracked students demonstrated statistically significant decreases (p<.05) in performance on standardized math testing when assigned to a non-accelerated course of instruction. Furthermore, the pattern of declining math achievement for economically disadvantaged students enrolled in a tracked environment is significantly greater than the pattern of decline when compared to the group as a whole. In this instance, low SES students do not have the same access to a high quality curriculum as their wealthier peers. This puts students who are already in crisis at an even greater disadvantage. At a time when offering greater resources to low SES students would benefit them the most, these students are assigned to a lower-tracked instructional grouping. The findings of this study support the elimination of a tracked academic environment for middle schools endeavoring to improve the achievement of academically at-risk students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Ability Grouping, Grouping (Instructional Purposes), Mathematics Achievement, Low Achievement, Track System (Education), Statistical Analysis, High Achievement, Grade 6, Grade 7, Middle School Students, Rural Schools, At Risk Students, Low Income Groups, Educational Quality, Acceleration (Education), Program Effectiveness
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Grade 7; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A