Anticipated Date of Graduation
Summer 2022
Document Type
Thesis
Degree Name
Master of Science in Mathematical Sciences
Department
Mathematical Sciences
First Advisor
Douglas Darbro
Recommended Citation
Rashid, Lorenzo A., "An Examination of Student Achievement in Algebra I Inclusion Classes that use Short-Cycle Formative Assessments" (2022). Master of Science in Mathematics. 46.
https://digitalcommons.shawnee.edu/math_etd/46
Comments
NCLB and other federal mandates address efforts to achieve access to an equitable education for all children. These federal mandates led to the school accountability era of high stakes testing and school district report cards. As a result of school accountability, short-cycle formative assessments were identified as a strategy for improving student outcomes through recommendations outlined in school improvement plans. Moreover, a movement towards full inclusive classes continues to gain momentum in efforts to achieve access to and equity in education for all students. However, individual student achievement may not be optimum based on an inclusive class setting as a placement for all students needing special education services. With school systems implementing short-cycle formative assessments coupled with a movement towards full inclusion, it becomes apparent that investigations are needed to explore the academic achievement of students in inclusive settings that use short-cycle assessments. The purpose of this exploratory quantitative study was to examine the academic success of students in Algebra 1 inclusion classes to determine if achievement might differ between students of varying abilities. This investigation was conducted at a high school located in a northeast Ohio urban school district. Students enrolled in select Algebra 1 inclusion classes at one high school participated in the study. The results were obtained by using the software package R (R Core Team, 2022) to perform multiple regression and analyses of covariance analyses of various models. The analyses were in concert with previous research that asserts that there are no significant statistical differences in academic achievement between students with individual education plans and students without individual education plans. However, it was found that there is practical significance which needs to be addressed in light of the main thrust of NCLB and its later authorizations is that of access and equity. The practical significance was seen in the results that the only combination of student characteristics that showed a positive growth in academic achievement was a student without having an individual education plan and whose attendance was not considered chronic. The combination of student characteristics that showed a negative growth were: (1) a student having an individual education plan and whose attendance was not considered chronic, (2) a student having an individual education plan and whose attendance was considered chronic, and (3) a student without an individual education plan and whose attendance was considered chronic. Moreover, in comparison, the growth for a student having an individual education plan and whose attendance was considered chronic was better than a student having an individual education plan and whose attendance was not considered chronic. Other results indicated that the independent variables were predictive of posttest scores for the full model (sample size, n = 52). The results imply that additional and/or different supports are needed to ensure all students realize positive growth in their educational outcomes. Additionally, student engagement is thought to be an area of importance for further research as it relates to student-teacher relationships, classroom environment, characteristics of teachers, and teaching methods/strategies.