Toward Social Justice: Excellence in Mathematics Education for All

• In Event: Roundtable Session 22
  In Roundtable Session: Confronting Racial Inequalities in Mathematics Education

Abstract

Educators have struggled for years to find solutions for increasing student achievement in mathematics in low-performing schools. This two-part mixed-methods study (a) examined the impact of the Jaime Escalante Math Program’s (JEMP’s) Pre-Algebra and Algebra summer intervention courses on middle school students’ math achievement in a Southern California urban school district and (2) identified the aspects of the program that the administrators and teachers perceive to contribute to student achievement. Results show that (a) students who participated in JEMP had significantly greater gains in math than their counterparts who did not participate in JEMP and (b) multiple strategies such as collaborative group work, formative and summative assessments, student engagement, homework, and using data to drive instruction contributed to JEMP’s success.

Authors

• Bryan D. Bowens, Rapides Parish School Board

• Susan R. Warren, Azusa Pacific University