Using a Single-Track Proficiency Model to Detrack a Small, Rural School Mathematics Program

• In Event: Roundtable Session 18
  In Roundtable Session: Classroom Issues in Detracked Environments

Abstract

This study describes and analyzes the effect on student achievement of the Proficiency Based Teaching and Learning (PBTL) program. This program was used to detrack the mathematics curriculum in a small, rural school district in Eastern Oregon. PBTL allows students to work at their own pace and demonstrate mastery of required concepts using multiple forms of assessment (homework, informal quizzes, projects, and traditional tests). Scores from Oregon Assessment of Knowledge and Skills (OAKS – the State annual achievement assessment) were collected from 2003 to 2013. The results of this analysis show that student achievement increased with the implementation of the PBTL single track curricular program.

Author

• John C. Knudson-Martin, Eastern Oregon University