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ERIC Number: EJ1110635
Record Type: Journal
Publication Date: 2016
Pages: 29
Abstractor: As Provided
ISSN: ISSN-1062-9017
Underprepared Students' Performance on Algebra in a Double-Period High School Mathematics Program
Martinez, Mara V.; Bragelman, John; Stoelinga, Timothy
Mathematics Educator, v25 n1 p3-31 2016
The primary goal of the Intensified Algebra I (IA) program is to enable mathematically underprepared students to successfully complete Algebra I in 9th grade and stay on track to meet increasingly rigorous high school mathematics graduation requirements. The program was designed to bring a range of both cognitive and non-cognitive supports to bear on underprepared students' learning of rigorous algebra content within an extended period of instruction, thus allowing them to catch up with their peers on a pathway toward more advanced mathematics courses. This study measured gains in IA students' overall mathematical performance based on a comprehensive multiple-choice assessment of algebra proficiency and a constructed response assessment. Results showed IA students' performance significantly increased over the academic year on both assessments. In addition, students' performance showed a consistently large improvement in three of six core content areas (Graphing Linear Equations, Functions and Graphs, and Solving Linear Equations) within the multiple-choice assessment. This study provides promising evidence of IA meeting its programmatic goal of supporting underprepared students learning of core algebra content in a function-based curriculum. Implications for curriculum implementation and ongoing development, and further research are discussed.
Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools; Grade 9; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois; Texas
Grant or Contract Numbers: N/A