An integrated learning system: Impact on at-risk students' ninth grade TAKS mathematics achievement

The purpose of this study was to determine the impact of an integrated learning system on students who were considered at-risk of academic failure on the Texas Assessment of Knowledge and Skills (TAKS) mathematics assessment. Voyager Math (VMath), an integrated learning system had been implemented to address the needs of students at-risk of academic failure in mathematics. The sample of this study consisted of 1,676 ninth grade students from a large north Texas suburban school district. The integrated learning system (ILS) VMath, Voyager was used with students at-risk of academic failure in mathematics remediation math lab class while the Algebra 1 only group did not use Voyager Math. To determine if any differences in student achievement among the both groups, TAKS data were utilized. Analysis of variance (ANOVA) (Aron & Aron, 2003) was used to analyze the data for this study. This study was an ex post facto design. Descriptive statistic model Aron and Aron was employed in this particular study to describe and summarize data based on student characteristics.;The findings of the study showed the remedial math lab class students had statistically significant growth on the 2010 mathematics portion of the TAKS test as determined by the Texas Growth Index (TGI). This study revealed academic growth for the remedial math lab class students however not enough academic growth in one school year to pass the mathematics portion of the TAKS test. School district administrators should invest more than one year into an integrated learning system before making any decisions about the program and the benefits to students.;This study revealed a decline in academic growth for the Algebra 1 only group of students. Students who are in only Algebra 1 classes may need intervention or support to prevent a decline in academic learning in mathematics or maintain the students' current academic level.