Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Katherine Garlough

Abstract

The primary purpose of this qualitative study was to examine the Algebra I and Algebra II mathematics course curriculum documents at a local high school to determine alignment to the mathematics section of the Texas Success Initiative Assessment (TSIA) and to identify content necessary for students to demonstrate college readiness in mathematics on the TSIA. Revised Bloom’s Taxonomy (RBT) was used to analyze the curriculum documents for alignment to the TSIA content and answer the research question that look for alignment between the Algebra I and Algebra II curriculum documents and the TSIA for mathematics. This study used a qualitative methodology and a basic design. Data were collected through document analysis with several iterations, including familiarization, identification, indexing, charting, and interpretation, which was used as the qualitative methodology with a basic qualitative design. Key results from the document analysis showed a misalignment between the Algebra I and Algebra II curriculum documents and the TSIA sample questions. The first theme was major misalignment occurring when most content taught in Algebra I and Algebra II needed to be tested on TSIA. The second theme was minor misalignment when some content tested on TSIA needed to be taught in Algebra I and Algebra II. The third theme was that minor alignment occurs when some content tested on TSIA is taught in Algebra I and Algebra II. The implications for positive social change may be that college admissions will be more accessible for students at the local site by improving the local mathematics curriculum implementation.

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