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Home CCSU Theses & Dissertations Are we on the right track? : a focus on the leveling of algebra two students and the effects on...

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Are we on the right track? : a focus on the leveling of algebra two students and the effects on their CAPT scores

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Identifier	QA159 P375 2010
Author	Paskov, Amy Rose, 1983-
Title	Are we on the right track? : a focus on the leveling of algebra two students and the effects on their CAPT scores
Publisher	Central Connecticut State University
Date	2010
Resource Type	Special Project
Notes	Each year thousands of students are tracked into mathematics classes. In these particular classes, students may struggle or find their mathematics skills less academically able than their classmates and give up on the tasks that are introduced to them. In many cases, students may be placed in a class that is not challenging enough for them. The purpose of this research is to explore the criteria for tracking in mathematics classes, specifically at a particular urban high school in Connecticut. Students were enrolled in three different levels of mathematics. This research explored the differences in these classes and focused on gender, race, previous scores on CMT tests, tracking level, and enrollment grade. This researcher was interested in seeing which variable had the most affect on the students‘ CAPT scores. This researcher performed a Multiple Regression Analysis to determine which variable had the greater affect on the students‘ CAPT scores. The Connecticut Academic Performance Test (CAPT) measures the achievement levels of grade 10 students throughout the state. The CAPT was designed to establish high performance standards for all high school sophomores on a range of skills and knowledge; emphasize the application of skills and knowledge in realistic contexts; promote better instruction and curricula by providing information on academic strengths and weaknesses of students, schools, and districts; and increasing the accountability for Connecticut‘s educational system at the high school level. (CT Dept. of Education, 2009) This study used CAPT test results to measure mathematical achievement and placement to see if the students were placed into the appropriate levels. This researcher looked at how these different factors controlled the way that students are tracked in this particular urban high school. Two groups that seem to suffer from tracking are high school females and minority students. This researcher explored the leveling process with respect to these groups. Tests continue to reflect a gender gap—particularly high stakes tests. Although the gap has decreased in recent years, males continue to outscore females on the mathematics sections (Sadker, 1999). There is also ample evidence to show that tracks stratify students by race and class. African American and Latino students are dramatically over-represented in low-track classes and under-represented in high-track classes (Burris, 2008, p. 575). This research is worthwhile and will be effective to the administration in the district in showing them that the current tracking system may not be appropriate for the types of students that are enrolled in the school. This research provides information to the district that can assist them in leveling students in mathematics classes in the future.
Subject	Algebra --- Study and teaching (Secondary) Educational tests and measurements --- Connecticut Achievement tests --- Connecticut
Department	Department of Mathematical Sciences
Advisor	Mitchell, Maria T.
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	692186661
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Are we on the right track? : a focus on the leveling of algebra two students and the effects on their CAPT scores

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