id: 06502999
dt: a
an: 2015f.01006
au: Heppen, Jessica B.; Clements, Margaret; Walters, Kirk
ti: Turning to online courses to expand access: a rigorous study of the impact
of online Algebra I for eighth graders.
so: Middleton, James A. (ed.) et al., Large-scale studies in mathematics
education. Cham: Springer (ISBN 978-3-319-07715-4/hbk;
978-3-319-07716-1/ebook). Research in Mathematics Education, 95-132
(2015).
py: 2015
pu: Cham: Springer
la: EN
cc: U53 H23 H33 C33 D20
ut: online learning; algebra; middle schools; rural schools; middle-school
students; mathematics coursetaking
ci:
li: doi:10.1007/978-3-319-07716-1_6
ab: Summary: Research suggests that students who take and successfully complete
Algebra I in middle school go on to have greater success in mathematics
than students who do not take the course until high school. However,
not all middle schools offer Algebra I to eighth graders and the
opportunity to take Algebra I in middle school is particularly limited
in rural schools. This chapter describes a study that examined the
effects of using an online course to broaden eighth-graders’ access
to Algebra I. The study was conducted in nearly 70 schools, across two
northeastern states, which did not typically offer a formal Algebra I
course. In schools randomly assigned to the treatment condition, the
online course was offered to eighth graders who were considered
academically ready for Algebra I. In control schools, eighth graders
considered “algebra-ready" took the typical mathematics course
available to them. The study examined whether using an online course to
broaden access to Algebra I in eighth grade could improve students’
knowledge of algebra in the short term, open doors to more advanced
course sequences in the longer term, or both. Findings showed that
students who took online Algebra I had greater algebraic knowledge at
the end of the eighth grade and were more likely to take an advanced
mathematics course sequence in high school than their counterparts in
control schools. The chapter also describes the mathematics content
taught in treatment and control schools, as well as the implementation
of the online course in treatment schools.
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