ERIC Number: EJ1054394
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Relationships between Classroom Schedule Types and Performance on the Algebra I Criterion-Referenced Test
Murray, Gregory V.; Moyer-Packenham, Patricia S.
Journal of Education, v194 n2 p35-43 2014
One option for length of individual mathematics class periods is the schedule type selected for Algebra I classes. This study examined the relationship between student achievement, as indicated by Algebra I Criterion-Referenced Test scores, and the schedule type for Algebra I classes. Data obtained from the Utah State Office of Education included scores for over 40,000 students, from over 300 schools, who took the identical Algebra I CRT at the end of the same school year. Data obtained from each school district determined the schedule type of each student. Significant differences were found in student achievement based on the schedule type overall and for individual grade levels. The schedule types generally related to higher Algebra I CRT scores were those where students spent more time in the mathematics classroom and where classes met daily.
Descriptors: Algebra, Mathematics Achievement, Criterion Referenced Tests, Scheduling, Classroom Techniques, Performance Based Assessment, Program Length, Scores, Incidence, Time Factors (Learning), Correlation, Individual Differences, Achievement Gains, Mathematics Tests
Boston University School of Education. Two Silver Way, Boston, MA 02215. Tel: 617-353-3230; e-mail: firstname.lastname@example.org; Web site: http://www.bu.edu/journalofeducation
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Utah