Increasing equity in mathematics through access to Eighth Grade Algebra I, 2024

Item — Call Number: MU Thesis Sim

Identifier: b7931991

Scope and Contents

From the Collection:

The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

From the Collection:

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2024

Creator

Simmons, Myla F. (Myla Flake) (1983- ) (Author, Person)
Henning, John E. (Thesis advisor, Person)
Ross, Lavetta (Thesis advisor, Person)
Zambak, Vecihi S. (Vecihi Serbay) (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Full Extent

1 Items (print book) : 93 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

Black and Hispanic students are underrepresented in financially stable STEM careers (National Association for College Admission Counseling, 2015). One reason for the lack of representation in STEM careers is limited access to higher-track mathematics and science courses for minority students. It is necessary to study the mathematics tracking system, students’ motivation to achieve, teacher perceptions, and implicit teacher bias to have a clear pathway toward equity in mathematics education. Research indicates that minority students do not have equal access to high-quality mathematics programs in middle and high schools (United States Government Accountability Office, 2018). This study investigates the impact of early access to Algebra I on students’ motivation and overall academic achievement. The research examines the effect of teacher perception on placement within an advanced mathematics course with a concentration on recommendations for Algebra I for eighth grade students. The results of this research underscore the positive influence of early access to Algebra on students' academic achievement and motivation. Additionally, the study highlights the crucial role of equity-focused professional development in shaping teachers' perspectives and contributing to more equitable student placement practices. These findings offer valuable insights for educators, policymakers, and researchers seeking to advance equity in middle-grade mathematics education.

Keywords: mathematics tracking, minority students, teacher perceptions, academic achievement, equity-focused professional development.

Partial Contents

Abstract -- Dedication and acknowledgements -- List of tables -- 1. Introduction -- 2. Literature review -- 3. Research methods -- 4. Results -- 5. Discussion and conclusions -- References -- Appendices.