The Effect of Alternative Mathematics Programs on Mathematics Achievement
Author: Robert J. Bryson
Publisher:
Published: 2008
Total Pages: 109
ISBN-13:
DOWNLOAD EBOOKOver the past several decades, the reformation of mathematics curriculum and instruction has been a topic of debate. The No Child Left Behind Act has created a new level of accountability for school districts to increase the mathematics achievement levels of all students. In order to address the need to increase the mathematics achievement levels, some schools have implemented alternative mathematics programs. The purpose of this study was to determine the effects that one alternative mathematics program had on a group of secondary students. This longitudinal quantitative study examined two graduating classes from one high school located in south central Pennsylvania. One hundred ninety-six students in the class of 2006 participated in a traditional mathematics program and two hundred thirty students in the class of 2007 participated in an alternative mathematics program. Eighth-grade and eleventh-grade Pennsylvania System of School Assessment (PSSA) data was collected on each of the graduating classes to determine whether the alternative mathematics program had a positive effect on student achievement. High school mathematics course enrollment data was also collected on each of the graduating classes to determine if students in the alternative program complete higher level mathematics courses in comparison to the students participating in the traditional program. Results from the study indicated greater achievement growth in the group of students that participated in the alternative mathematics program. Students participating in the alternative mathematics program showed greater increase in both their scaled scores as well as their PSSA performance levels in comparison to students that participated in the traditional mathematics program. There was not a significant difference in course enrollment between the two groups of students.