Date of Conferral

10-3-2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Sarah Inkpen

Abstract

The math intervention program, Assessment and Learning in Knowledge Spaces (ALEKS), at a Public Middle School (pseudonym) in the Northeast United States, was implemented for eighth grade middle school math students, but researchers have not measured its effectiveness. Grounded in the cultural relevance pedagogy, the purpose of this quantitative quasi-experimental study was to determine the efficacy of ALEKS intervention for eighth grade students in improving their smarter balanced assessment consortium (SBAC) mathematics scores. The research question focused on the ALEKS intervention program effects on eighth grade math scores at the study site. An independent samples t-test revealed that the SBAC scores were significantly higher in 2019, before ALEKS (M = 2538.29, SD = 103.113) than 2023, after ALEKS (M = 2448.14, SD = 110.836). ALEKS postintervention scores were nearly 100 points lower (M = 90.142, 95% CI [76.067, 104.217]). The difference was significant, t(889) = 12.57, p < .001. Based on the results, a project policy paper that presents information, analysis, and recommendations to improve the efficacy of ALEKS intervention by understanding students’ backgrounds, creating meaningful questions, ensuring educational value, fostering inclusivity, promoting critical thinking, and providing and obtaining support and resources to create a comprehensive and impactful educational experience can guide future instructional decisions and ensure equitable access to high-quality mathematics education for all learners. Improving mathematics proficiency for all middle school students is pivotal in laying the groundwork for individual and positive societal change.

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