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ERIC Number: ED534168
Record Type: Non-Journal
Publication Date: 2011
Pages: 167
Abstractor: As Provided
ISBN: 978-1-1249-8219-9
ISSN: N/A
Middle School Mathematics: A Study of Three Programs in South Texas
Ellis, Joanetta Dowell
ProQuest LLC, Ed.D. Dissertation, Texas A&M University - Kingsville
In 2010, the Texas Assessment of Knowledge and Skills (TAKS) began its seventh year of testing (Texas Education Agency, 2009a). High stakes testing is a reality. This study considered the impact on mathematics achievement based on the mathematics program students were receiving during their middle school years. The purpose of this study was to determine if there was a significant difference in three mathematics programs used within one south Texas school district and its impact on student performance as measured by TAKS. Barns, Been, Lapan, Papick, Reys, and Reys (1998), in their study on middle school mathematics, "call for research on the impact of middle school curricula on student achievement to establish a research base to help teachers and districts make wise curricular decisions" (p.5). The study looked at TAKS scores for sixth and seventh graders at six middle schools. The TAKS scores from the mathematics portion of the exam were collected for the academic years 2008-2009 and 2009-2010. This was a non-experimental causal-comparison research study using ex-post facto data to conduct trend analysis with the goal of determining the impact of three math programs, Texas MathWorks, Connected Mathematics, and the state adoption Glencoe, on student performance on TAKS. It is essential that districts are reassured that student achievement in mathematical concepts is positively affected by the use of a strong mathematics program. The intent of this study was to guide decisions by administrators and teachers in recommending sound instructional math programs to their local school boards for approval. The use of a strong mathematics program increases TAKS math scores and prepares students for future success in higher mathematics. It is the belief of the researcher that data from this study will lead to better curriculum decisions that will benefit students, be cost effective, and sustain student learning as they progress into higher mathematics courses, and make south Texas students competitive in the world marketplace. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards