A Systematic Review of Factors Related to High Schoolers' Algebra Achievement According to the High School Longitudinal Study 2009 Results

• In Event: 35.078 - MTCC Roundtable Session 14
  In Roundtable Session: 35.078-8 - Using National Data Sets to Examine High School Practices, Outcomes, and Equity

Abstract

In this study, the authors synthesized the extant research literature utilizing data from the High School Longitudinal Study of 2009 (HSLS:09) to investigate the malleable student, teacher, school, and parent-level characteristics associated with algebra achievement and whether these relationships were consistent across studies. We’ve summarized the results of 21 studies across 2 outcome variables (9th and 11th grade algebra achievement) using optimal resource theory as a research framework to summarize best-practices for improving student outcomes.

Authors

• Sheree Taisha Sharpe, University of New Hampshire

• Dalton D Marsh, University of New Hampshire