The effect of scheduling models for introductory algebra on 9th-grade students, test scores and grades

The purpose of the study was to determine the effect of pacing and scheduling of algebra coursework on assigned 9th-grade students who traditionally would qualify for pre-algebra instruction and same course 9th-grade students who traditionally would qualify for standard algebra instruction. Students were selected based on completion of first-year algebra by the end of their 9th-grade year. This study will compare all students’ math EXPLORE test scores, PLAN test scores, algebra common summative assessments (CSAs), geometry CSAs, fall grade point averages (GPAs) and spring GPAs.;Achievement was examined for three different algebra groups. The first group received algebra instruction for a period of two-years, one-period ( n = 15). The second group received algebra instruction for a period of one-year, one-period (n = 30). The third group received algebra instruction for a period of one-year, two-periods (n = 19).;Among the differences observed, the students who completed the one-year, two-period algebra class were significantly lower on the EXPLORE (pretest) score, but not significantly lower on the PLAN (posttest). However their GPAs did not improve significantly.;This study suggests that the research district should continue to examine how students are placed into algebra and when students complete algebra.