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ERIC Number: ED575268
Record Type: Non-Journal
Publication Date: 2016
Pages: 139
Abstractor: As Provided
ISBN: 978-1-3696-5432-5
The Impact of Early Exposure of Eighth Grade Math Standards on End of Grade Assessments
Robertson, Tonjai E.
ProQuest LLC, Ed.D. Dissertation, Wingate University
The purpose of this study was to examine the Cumberland County Schools district-wide issue surrounding the disproportional performance of eighth grade Math I students' proficiency scores on standardized end-of-grade and end-of-course assessments. The study focused on the impact of the school district incorporating eighth grade math standards in the Math Compacted Grade 7 course in the 2014-15 school year to determine if statistical significance existed for students in eighth grade math for the 2015-16 academic school year. The study focused on a student population comprised of 664 Cumberland County eighth grade Math I students at 16 middle schools who were enrolled in the 2015-16 school year who were previously enrolled in the Math Compacted Grade 7 course during the 2014-15 school year. The Math Compacted Grade 7 course included curriculum strands and objectives from eighth grade math standards. The researcher analyzed eighth grade math end-of-grade assessment scale scores from the 2014-15 and 2015-16 utilizing a t-test. Qualitative analysis was used to compare curriculum continuity between the Math Compacted Grade 7 course and eighth grade math and teacher perceptions of academic ability for eighth grade Math I students. The results of the study indicated the inclusion of eighth grade math standards in the Math Compacted Grade 7 course showed statistical significance for 50% of the schools' student scale scores from the 2015-16 school year utilizing t-test calculations. Qualitative results showed curriculum alignment was evident between the Math Compacted Grade 7 course and eighth grade math. Teacher perceptions of eighth grade Math I academically and intellectually gifted students played a critical role in their academic success as dually enrolled math 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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina