An analysis of selected cognitive and noncognitive variables of algebra achievement of minority students in an urban school division

Essential algebraic skills are becoming recognized as necessary for all students who will live in the 21st Century. Soon, educators will be faced with the challenge of imparting these skills to a more diverse population, who in the past would not have had access to algebra. Since not much research has been done where minority students were the primary focus, this study analyzes the achievement of minority students in algebra.;An ex post facto design was used to investigate relationships between cognitive and non-cognitive variables of algebra achievement of minority students. Criteria for achievement were the second semester algebra teacher grade and algebra examination grade. Analysis of covariance was used to compare differences in achievement among minority students who followed one of three sequences of courses. Analysis of covariance was also used to compare differences in algebra achievement, among students who required three semesters versus two semesters to complete algebra. The covariate for all analyses was the SRA mathematics score. Stepwise regression techniques were used to determine predictors of algebra achievement of minority students. Independent variables were cumulative GPA, prior course grade, SRA mathematics score, SRA reading score, sequence of courses, attendance, and socioeconomic status.;The results indicated that there was no significant difference in algebra achievement as measured by the teacher grade or the examination score, among students who followed one of three sequences. However, findings indicated that there was a significant difference in algebra achievement as measured by teacher grade between students who required three semesters versus two semesters to complete algebra. Findings further indicated that there was no difference in algebra achievement, measured by the second semester examination grade between students who required three semesters versus two semesters to complete algebra. The SRA mathematics score was a significant covariate in each analysis. Finally, the results indicated that the predictors of algebra achievement, measured by the teacher grade, were cumulative mathematics GPA, attendance and Sequence I versus the other sequences. The predictors of algebra achievement, measured by the examination grade, were cumulative mathematics GPA, Sequence III versus the other sequences, and course grade prior to algebra.