Abstract
The purpose of this study was to evaluate the algebra readiness outcomes of randomly selected sixth grade boys (n = 15) and girls (n = 15) who tested into and completed early challenge math coursework compared to the algebra readiness outcomes of randomly selected same school sixth grade boys (n = 15) and girls (n = 15) who tested below the admission threshold but were placed into and completed early challenge math coursework based on teachers’ recommendations to determine if these students, both tested in and placed in, were enrolled into higher-level math courses before they were ready—a growing concern nationwide. Orleans Hanna Algebra Prognosis Test scores were analyzed using dependent t tests to determine sixth-grade pretest-posttest within group progress and Orleans Hanna Algebra Prognosis Test scores were analyzed using Analysis of Covariance for between group statistical comparison across gender and placement conditions to determine rate of test score improvement. Between group challenge math end of sixth-grade report card grade scores were analyzed using Analysis of Variance, also across gender and placement conditions. Taken all together the study test scores and grade results clearly indicate that boys and girls whether tested into or placed into sixth-grade challenge math coursework based on teacher recommendations were equally prepared and ready for seventh-grade pre-algebra studies following a year of early challenge math. Finally, we assert that placement criteria and procedures will continue to predict student success where there are, in combination, a well-designed rigorous math curriculum, committed, caring, and skilled teachers, and motivated students—making early challenge math coursework placement the only appropriate option for students when these conditions are extant.
Highlights
Over the past two decades there has been a push to offer algebra coursework earlier and earlier to all elementary and middle school students (Dulaney, 1996; Fensterwald, 2010; Steen, 1999)
Overall Orleans-Hanna Algebra Prognosis Test posttest compared to pretest mean score change across gender and placement conditions, all in the direction of statistically improved scores over time, validates gender and challenge math coursework placement readiness for these students where Boys Tested In posttest Orleans-Hanna Algebra Prognosis Test score of 38.07 was +14.87 points greater than pretest, Girls Tested In posttest Orleans-Hanna Algebra Prognosis Test score of 36.33 was +15.13 points greater than pretest, Boys Placed In posttest Orleans-Hanna Algebra Prognosis Test score of 34.80 was +16.20 points greater than pretest, and Girls Placed In posttest Orleans-Hanna Algebra Prognosis Test score of 35.93 was +15.06 points greater than pretest
It is gratifying than that overall posttest compared to posttest ANCOVA results for ending sixth-grade Orleans-Hanna Algebra Prognosis Test scores for sixth-grade boys meeting measured test score criteria for challenge math placement, sixthgrade girls meeting measured test score criteria for challenge math placement, sixth-grade boys not meeting measured test score criteria for challenge math placement but placed into challenge math based on teacher recommendation, and sixthgrade girls not meeting measured test score criteria for challenge math placement but placed into challenge math based on teacher recommendation were found to be congruent indicating rate of test score improvement equipoise across placement and gender conditions—again validating challenge math coursework placement readiness for these students
Summary
Over the past two decades there has been a push to offer algebra coursework earlier and earlier to all elementary and middle school students (Dulaney, 1996; Fensterwald, 2010; Steen, 1999). The goal of algebra for all mathematics policy in the United States is to provide early math experiences that will prepare students for the more formal study of algebra in high school (NCTM, 2000; Rivera, 2006). It is not clear what early algebra experiences should be and whether or not these early abstract math experiences will result in improved advanced math achievement for all students (Knuth et al, 2005; Schmidt, 2004; US Department of Education, 2008). By 2007, 31% of all students in the eighth-grade nationally were taking algebra
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