1 / 13

Presented By Clarence Johnson September, 2007 Dissertation Proposal Defense

IMPACT OF HIGH SCHOOL MATHEMATICS CURRICULA ON THE MATHEMATICS TAKS EXIT-LEVEL PERFORMANCE OF AFRICAN AMERICAN STUDENTS. Presented By Clarence Johnson September, 2007 Dissertation Proposal Defense. Committee Members. William A. Kritsonis, Ph.D. (Dissertation Chair)

fremont
Download Presentation

Presented By Clarence Johnson September, 2007 Dissertation Proposal Defense

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. IMPACT OF HIGH SCHOOL MATHEMATICS CURRICULA ON THE MATHEMATICS TAKS EXIT-LEVEL PERFORMANCE OF AFRICAN AMERICAN STUDENTS Presented By Clarence Johnson September, 2007 Dissertation Proposal Defense

  2. Committee Members William A. Kritsonis, Ph.D. (Dissertation Chair) Douglas Hermond, Ph.D. (Member) David Herrington, Ph.D. (Member) Pamela Barber-Freeman, Ph.D. (Member) Veda Brown, Ph.D. (Outside Member)

  3. Proposal Defense Outline • The Problem • Purpose of Study • Research Questions • Hypotheses • Importance of Study • Review of Literature • Research Design

  4. The Problem • In the United States, remedial mathematics classrooms contain large number of African American students; however, advanced mathematics classes mainly served White students (Snipes & Waters, 2005). • Luebienski (2001) reported that, in both 1990 and 1996, White students in the lowest socioeconomic subgroup scored equal to or higher than African American students in the highest socioeconomic subgroup.

  5. The Problem • In a summary of four national surveys reported between 1969 and 1987, Horn (1990) found that Asians earned twice the number of mathematics and science credits than did Whites, and Whites earned twice the number of credits for those subjects than did African Americans or Hispanics.

  6. The Problem • Forty-three percent of African American high school students failed the Texas Assessment of Knowledge and Skills (TAKS) Exit-Level Mathematics Test in 2005. Current documentation indicates the failure rate is higher among African American students than any other ethnic groups (TEA Accountability System State Data Table, 2005).

  7. High Expectations in Mathematics for All Students Identifying Equity Concerns in Districts and Schools The Significance of Mathematics Core Curriculum Content Standards Challenging All Students to Maximize Their Achievement Overcoming Barriers to Equity New Jersey Mathematics Curriculum Framework

  8. Investigate Core Curriculum Content Standards Investigate High Expectations in Mathematics for All Students Identify 6 High Schools Mathematics TAKS Exit-Level Passing and Failure Rates of African American Students Survey 27 Counselors for Mathematics Placement of 8th and 9th Grades African American Students New Jersey Mathematics Curriculum Framework

  9. Purpose of the Study • Investigate the relationship of high school mathematics curricula on the mathematics TAKS Exit-Level performance of African American students using the New Jersey Mathematics Curriculum Framework.

  10. Purpose of the Study • Investigate high expectations in mathematics for all students using the New Jersey Mathematics Curriculum Framework.

  11. Research Questions Quantitative • 1. What is the impact of the decision of African American students to enroll in track one or track two in the eighth and ninth grades mathematics and the pass/fail status on the eleventh grade Texas Assessment of Knowledge and Skills (TAKS) Exit-Level Mathematics Test?

  12. Research Questions Quantitative • 2. What is the impact of African American eighth and ninth grade mathematics students’ pass/fail status on the eleventh grade Texas Assessment of Knowledge and Skills (TAKS) Exit-Level Mathematics Test among six high school campuses within a large urban school district?

  13. Interesting, right? This is just a sneak preview of the full presentation. We hope you like it! To see the rest of it, just click here to view it in full on PowerShow.com. Then, if you’d like, you can also log in to PowerShow.com to download the entire presentation for free.

More Related