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Algebra for All? An Evaluation of Academic Achievement of College and Tech Prep Students

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Title: Algebra for All? An Evaluation of Academic Achievement of College and Tech Prep Students
Language: English
Authors: Terry, Madonna H., Fenster, Mark J., Fowler, Tara B.
Source: Online Submission. 2007.
Peer Reviewed: N
Page Count: 22
Publication Date: 2007
Document Type: Reports - Evaluative
Speeches/Meeting Papers
Education Level: High Schools
Descriptors: Mathematics Achievement, Mathematics Skills, Algebra, Tech Prep, Academic Achievement, Predictor Variables, State Standards, Comparative Testing, Curriculum Design, High School Students, Criterion Referenced Tests, Mathematical Concepts, Equated Scores
Geographic Terms: Georgia
Abstract: "Algebra for everyone" has been a popular reform, though not commonly implemented and not fully evaluated. Through investigation, one might be able to determine whether courses deemed equivalent to a traditional college preparatory algebra course provide an equitable understanding of algebra concepts and skills, while controlling for variables that have an impact on learning like prior mathematics achievement. No matter what algebra course was attempted, the State of Georgia required all students to sit for the same state-mandated assessment at the end of their course sequence. Results showed that tech prep students taking applied algebra slightly outperformed college prep students taking the traditional algebra one year course, controlling for prior mathematics skills and demographic variables (ethnicity and gender). (Contains 6 tables and 1 figure.)
Abstractor: As Provided
Number of References: 32
Entry Date: 2010
Accession Number: ED508886
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: "Algebra for everyone" has been a popular reform, though not commonly implemented and not fully evaluated. Through investigation, one might be able to determine whether courses deemed equivalent to a traditional college preparatory algebra course provide an equitable understanding of algebra concepts and skills, while controlling for variables that have an impact on learning like prior mathematics achievement. No matter what algebra course was attempted, the State of Georgia required all students to sit for the same state-mandated assessment at the end of their course sequence. Results showed that tech prep students taking applied algebra slightly outperformed college prep students taking the traditional algebra one year course, controlling for prior mathematics skills and demographic variables (ethnicity and gender). (Contains 6 tables and 1 figure.)
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    Languages:
      – Text: English
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        PageCount: 22
    Subjects:
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Algebra
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      – SubjectFull: Tech Prep
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      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: State Standards
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      – SubjectFull: Comparative Testing
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      – SubjectFull: Curriculum Design
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      – SubjectFull: High School Students
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      – SubjectFull: Criterion Referenced Tests
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      – SubjectFull: Mathematical Concepts
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      – SubjectFull: Georgia
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      – TitleFull: Algebra for All? An Evaluation of Academic Achievement of College and Tech Prep Students
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