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ERIC Number: ED564379
Record Type: Non-Journal
Publication Date: 2008-Feb
Pages: 30
Abstractor: As Provided
Reference Count: 19
Improving Student Success in High School Algebra I by Identifying Successful Teachers and Schools. Research Watch. E&R Report No. 06.10
Haynie, Glenda; Kellogg, Athena
Wake County Public School System
This study examined practices of teachers in Wake County Public Schools (WCPSS) high school Algebra I classes. Regression analyses of standardized state testing results allowed for identification of the most effective and least effective Algebra I teachers and schools. The study used surveys, observations, and focus group interviews to compare and contrast most effective teachers with less effective teachers. It found that the most effective algebra teachers averaged 68% of their time on new material daily; averaged seven transitions in ninety minutes; used sustaining feedback; had structured classes with a culture of mutual respect; told their students what to expect on tests and cautioned them about possible errors; emphasized problem solving and processes; and exhibited a sense of humor. These results can be used to motivate teacher and school improvement efforts.
Wake County Public School System. 5625 Dillard Drive, Cary, NC 27518. Tel: 919-431-7215; Fax: 919-431-7193; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Wake County Public School System (WCPSS), Evaluation and Research Department
Identifiers - Location: North Carolina