Virtual Algebra Study: Implications and Discussion of Findings

• In Event: Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students

Abstract

The fourth presentation for this session will be an interactive discussion among session attendees about the findings and implications of the study. The presenters will describe information collected after the conclusion of the evaluation regarding schools’ experience using an online course to broaden access to Algebra I, and whether that influenced their subsequent mathematics education practices and policies. The goal for this presentation is to generate engaging and lively discussion among session participants, based on feedback from participating schools that responds to the findings of the study and places them in context. In addition, we will generate further discussion of the findings regarding how the intervention was implemented and the longer-term feasibility of this type of educational intervention.

The authors will present qualitative and quantitative data that describe feedback collected from participating schools between summer 2011 and winter 2012. Specifically, the feedback addresses the following questions:

1) Did schools choose to use the online Algebra I course for a second year? The study provided all participating schools with the option of using the online Algebra I course for two consecutive years, free of charge. Of the 35 treatment schools that received the course during the evaluation year (2008/09), only 24 of them chose to use the course for a second year and some of them registered fewer students than in the previous year.

2) Did schools elect to continue using an online course for students, and did they implement any changes in how the course was used? As part of our outreach to all participating schools when the report is published, we will conduct systematic interviews with nine participating principals that we will select to represent the range of schools that participated in the study. The interview will include questions about whether they continued to use an online course to provide access to Algebra I, whether they adopted any other online courses, and if their mathematics policies and practices have otherwise changed after participating in the project.

3) Do participating schools believe the study’s findings have implications for their educational practices? During the interviews, we will also ask respondents to discuss their views of the study’s implications for mathematics instructional practices in their school.

Following the presentation of this feedback, the presenters will engage the session attendees in a broader discussion of the implications of the study findings, including limitations of the study and next steps for future research.

Authors

• Peggy Clements, Education Development Center, Inc.

• Cheryl M. Tobey, Maine Mathematics and Science Alliance

• Ann-Marie Faria, American Institutes for Research