| The purpose of this study is to implement and evaluate a standards-based intervention to improve math proficiency in Algebra 1 at Harrison Park High School (name has been changed). To raise mathematics achievement at the experimental school, the standards-based intervention was implemented for the school year 2005-2006. The study was designed as pre-post nonequivalent control group design, with the intervention taking place in several phases, and as post only quasi experiment with a nearby school, Ericson High School (name has been changed), serving as a control. The study was designed as a combination of both summative and formative evaluation techniques. By analyzing the test data, the strengths and weaknesses of the Algebra program were analyzed in an attempt to improve the current program in subsequent years. Analyzing student achievement on the Algebra 1 Content Standards Test (CST) directed further improvements in school curriculum and classroom instructional delivery, leading to an alignment between state expectations and academic achievement.; This study has revealed the impact of a standards-based intervention on the academic achievement of Algebra students. Given the results of the findings, the overall impact of the intervention was positive, and there was a clear correlation between the class level of Algebra the student was enrolled in and academic achievement as measured by the Algebra 1 Content Standards Tests (CST). This study presents a standards-based intervention as a resource to assist in moving Algebra students closer to proficiency. |
