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ERIC Number: EJ800235
Record Type: Journal
Publication Date: 2008
Pages: 12
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1937-0814
Peer & Parent Encouragement of Early Algebra Enrollment & Mathematics Achievement
Filer, Kimberly L.; Chang, Mido
Middle Grades Research Journal, v3 n1 p23-34 Spr 2008
Using data from the National Education Longitudinal Study of 1988 (NELS:88), path analytic procedures were performed to test a model of the effects of parent and peer encouragement to take algebra on the mathematics achievement of eighth grade students. The effects of socio-economic status (SES) on middle school algebra course-taking and mathematics achievement were also examined. Results showed peer and parent influence variables as well as SES were directly related to early algebra attendance and eighth grade mathematics achievement. Furthermore, algebra instruction in eighth grade was directly related to higher mathematics achievement scores. Overall, the findings supported the benefits of algebra instruction prior to high school for the improvement of mathematics achievement scores. This research extended the body of work on parent and peer influences to consider their impact on higher level course taking and mathematics achievement. (Contains 2 tables and 1 figure.)
Institute for School Improvement, Missouri State University. 901 South National Avenue, Springfield, MO 65897. Tel: 417-836-8854; Fax: 417-836-8881; Web site: http://www.isi.missouristate.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A