An Analysis of Mathematics Course Sequences for Low Achieving Students at a Comprehensive Technical High School

This non-experimental study attempted to determine how the different prescribed mathematic tracks offered at a comprehensive technical high school influenced the mathematics performance of low-achieving students on standardized assessments of mathematics achievement. The goal was to provide an analysis of any statistically significant differences in student achievement, as related to the prescribed tracks the below proficient students in the high school were enrolled in. Ex-post facto data collected by the school district for all students entering the different tracks was analyzed for test years 2006 through 2010. The statistical analysis utilized descriptive statistics and an ANOVA to compare the mean scores of the tracks and perform analysis of the data. The analysis tried to determine whether the any of the course sequences provided a statistical significantly impact on the mathematics achievement as measured by the Integrated Mathematics I final exam. Descriptive statistics showed Track II students' mean scores were higher than their counterparts in Tracks I or III. An ANOVA determined the difference in the final exam scores was statically significant. When considering other factors such as gender or Socio-Economic Status, there was found to be no significant difference between the groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]