Date of Conferral



Doctor of Education (Ed.D.)




Keren Meister-Emerich


The local problem that drove this study is that a high school in an upper middle class suburban city in Pennsylvania wants to improve its student scores on its end-of-course Algebra 1 Keystone Exam. The purpose of this study was to conduct a quantitative, quasi-experimental assessment of an online high school mathematics remediation program to determine if the remediation program was successful in its endeavor to remediate students. This research study, informed by the self-efficacy and the behaviorist learning theories, attempted to determine whether students who (a) scored below proficient on the May algebra exam and were placed in the Math Lab course improved statistically significantly compared with the students who (b) scored below proficient on the May algebra exam and who retook the exam in January but were not placed in the Math Lab course. Using a convenience sample, an independent samples t test was performed on the difference scores (original Keystone Exam and retest) of 408 students. The study determined that the online remediation program did not increase student scores for the students at the Pennsylvania high school compared with students who were not in the remediation program. The second literature review and white paper provide six research-based recommendations for the SEPSD to improve the Math Lab course. The recommendations include eliminating the course, purchasing a different remediation program, or modify elements of the current program. The students in the SEPHS would benefit from the research with a better remediation program. The research based suggestions, once implemented, should lead to the improvement of mathematics achievement.