Anticipated Date of Graduation

Spring 2024

Document Type

Thesis

Degree Name

Master of Science in Mathematical Sciences

Department

Mathematical Sciences

First Advisor

Doug Darbro

Abstract

School districts across the country are currently in the debate on how to properly accelerate students in math. In the Pleasant Local School District students in this study were accelerated through the method of grade level acceleration starting in their 6th grade year in math. This acceleration involves skipping grade levels in math based on a student’s abilities in math and classroom performance. Accelerated students in Pleasant Local Schools complete Algebra 2 via the high school curriculum and then move to CCP courses to complete through Calculus if they choose. The purpose of this study is to answer the question: Are SES, gender, race, accelerated status, and baseline score on sixth grade state math exam predictors of ACT score at Marion Pleasant School District? Students from the junior classes of 2023 and 2024 were selected for this study. This study was conducted using multiple regression techniques to predict ACT score from the variable SES, Gender, Race, ACCEL, and SIXTHGRADEMATH. Further a t-test was completed to compare the populations of students who were accelerated in math vs those that were not. These results found that the mean ACT score of the accelerated group was significantly better than the non-accelerated group at the 0.001 level. However, when using multiple regression techniques, the initial linear model using all 5 predictors showed significance of SIXTHGRADEMATH at the 0.001 level as the only significant predictor of ACT score. Further, a reduced model of two predictors SIXTHGRADEMATH and ACCEL with SIXTH GRADE MATH the only significant predictor at the 0.001 level. The results of this study indicate that acceleration in math in this school district is not a significant predictor of ACT score when controlling for socioeconomic status, race, gender, and sixth grade math score. The district is changing their acceleration process to go to a curriculum compaction method where instead of skipping grades, qualified students will be introduced to a faster based curriculum so that all standards are covered and the gap in knowledge is closed. This program was started in 2024 with the 6th grade class and results of this change can be compared to this paper when those students are juniors.

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