Date of Conferral
Doctor of Education (Ed.D.)
Keith D. Wright
In response to studentsâ poor algebra achievement, Midtown High School, a pseudonym, implemented a school-wide math intervention and enrichment program during the 2014-2015 school year. The purpose of this mixed-methods study was to assess the influence of the intervention on Algebra I and Algebra II end-of-course (EOC) exam achievement scores as well as explore math teachersâ perspectives of the intervention program. The theoretical foundation was constructivism. A consensus sample using archival data from all 419 high school students taking Algebra before the intervention 2013-2014 and after the intervention 2014-2015 and 2015-2016 were used with teacher interviews for triangulation. ANOVA results indicated a significant difference between the treatment and comparison groups, F(1,403) = 12.91, p = .00. As related to Algebra I, the intervention group performed significantly lower than the comparison group (M = 40.99 and M = 52.26, respectively). There were no significant differences found for Algebra II EOC scores for either the 2014-2015 or 2015-2016 school years. Qualitatively, the most notable theme was inadequate implementation fidelity of the intervention program, which helped explain the lower Algebra I performance of the treatment group. Based on these results, a policy recommendation was developed for the school to create and implement a systematic process for measuring academic intervention implementation fidelity, to include creating a leadership team and the introduction of a systematic process for improving measurement fidelity. Following policy recommendations could lead to social change by improving high school mathematics achievement, thereby improving high school graduation rates and increasing postsecondary opportunities.
Garrett, Lisa M., "Outcomes of a School-Wide Mathematics Intervention" (2020). Walden Dissertations and Doctoral Studies. 9129.