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AN EVALUATION OF THE IMPACT OF A STANDARDS-BASED
INTERVENTION ON THE ACADEMIC ACHIEVMENT OF ALGEBRA
STUDENTS
by
Mimi Rodibaugh-Woods
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2007
Copyright 2007 Mimi Rodibaugh-Woods
Object Description
| Title | An evaluation of the impact of a standards-based intervention on the academic achievement of algebra students |
| Author | Rodibaugh-Woods, Mimi |
| Author email | mwoods@hboilers.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Curriculum & Instruction) |
| School | Rossier School of Education |
| Date defended/completed | 2007-06-26 |
| Date submitted | 2007 |
| Restricted until | Unrestricted |
| Date published | 2007-07-24 |
| Advisor (committee chair) | Hocevar, Dennis |
| Advisor (committee member) |
Mayberg[?], Connie Baker, Robert L. |
| Abstract | The purpose of this study is to implement and evaluate a standards-based intervention to improve math proficiency in Algebra 1 at Harrison Park High School (name has been changed). To raise mathematics achievement at the experimental school, the standards-based intervention was implemented for the school year 2005-2006. The study was designed as pre-post nonequivalent control group design, with the intervention taking place in several phases, and as post only quasi experiment with a nearby school, Ericson High School (name has been changed), serving as a control. The study was designed as a combination of both summative and formative evaluation techniques. By analyzing the test data, the strengths and weaknesses of the Algebra program were analyzed in an attempt to improve the current program in subsequent years. Analyzing student achievement on the Algebra 1 Content Standards Test (CST) directed further improvements in school curriculum and classroom instructional delivery, leading to an alignment between state expectations and academic achievement.; This study has revealed the impact of a standards-based intervention on the academic achievement of Algebra students. Given the results of the findings, the overall impact of the intervention was positive, and there was a clear correlation between the class level of Algebra the student was enrolled in and academic achievement as measured by the Algebra 1 Content Standards Tests (CST). This study presents a standards-based intervention as a resource to assist in moving Algebra students closer to proficiency. |
| Keyword | 2188 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m649 |
| Rights | Rodibaugh-Woods, Mimi |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-RodibaughWoods-20070724 |
| Archival file | uscthesesreloadpub_Volume23/etd-RodibaughWoods-20070724.pdf |
Description
| Title | Page 1 |
| Full text | AN EVALUATION OF THE IMPACT OF A STANDARDS-BASED INTERVENTION ON THE ACADEMIC ACHIEVMENT OF ALGEBRA STUDENTS by Mimi Rodibaugh-Woods A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2007 Copyright 2007 Mimi Rodibaugh-Woods |
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