Factors That Support Success in Eighth-Grade Algebra: Evaluation Findings Put Into Practice

• In Event: Poster Session 11
  In Poster Session: Evaluations of Mathematics Programs and Interventions for K–12 Students

Abstract

This paper describes an evaluation of a program that trains and supports eighth grade teachers to teach Algebra I to their students in a large urban district in the mid-west. This mixed-method evaluation employed qualitative observation data and quantitative measures of contextual variables and student outcomes. This paper focuses on program and contextual correlates of student outcomes on a district-created proficiency exam given to all students who finish the eighth grade algebra course. The paper describes not only evaluation findings that illuminate some important predictors of student success in Algebra I in eighth grade, but also the process through which evaluators, school district program planners, and university faculty partnered to use the data to inform future program decisions.

Authors

• Megan Deiger, Loyola University Chicago

• Stacy A. Wenzel, Loyola University Chicago