| Research literature and popular press articles were reviewed concerning the issues of high-stakes testing, at-risk student achievement, and algebra interventions for struggling high school students. This study, spanning three years, investigated the effect of additional time spent learning mathematics on student achievement, as measured by students' scores on the Algebra I District Assessment Plan (DAP) taken at end of their freshmen year, and the state assessment, Arizona's Instrument to Measure Standards (AIMS) exam, taken at the end of their sophomore year. One hundred fifty-five freshmen enrolled in Algebra Support while concurrently enrolled in Algebra I, and received two mathematics classes daily for two semesters. Seventy-nine students were recommended for Algebra Support but did not enroll and took only Algebra I. The Algebra Support course provided additional time to review, preview, and re-teach the Algebra I lessons in a small class setting to students who were identified in eighth grade as being mathematically at-risk for high school Algebra I. A survey was administered to Algebra Support students and provided insight into students' perception of the intervention. The results comparing all students who were recommended for Algebra Support suggest that the additional time Algebra Support students spent on mathematics instruction did not enable the students to pass the Algebra I DAP, nor the state mathematics test, AIMS.;The results of this study do not support the common findings in the research literature that more time spent learning can have a positive effect on student achievement; however, this study analyzed primarily test scores of students and did not investigate the quality of instruction, the use of classroom instructional time, nor the consistency of the intervention course across the four high schools. |
