View by Category

Clarence Johnson, PhD and William Allan Kritsonis, PhD - PowerPoint PPT Presentation

About This Presentation

Title: Clarence Johnson, PhD and William Allan Kritsonis, PhD

Description:

Clarence Johnson, PhD and William Allan Kritsonis, PhD, Dissertation Chair, Doctoral Dissertation Defense PPT, PhD Program in Educational Leadership, PVAMU, The Texas A&M University System – PowerPoint PPT presentation

Number of Views:204

Slides: 67

Subcategory:How To, Education & Training

Tags:

Add more tags

more less

About This Presenter

William Allan Kritsonis, PhD

Number of Uploads:61

Total number of views:21435

Avg rating:2.9/5.0

Write a Comment

User Comments (0)

Transcript and Presenter's Notes

Title: Clarence Johnson, PhD and William Allan Kritsonis, PhD

1
IMPACT OF HIGH SCHOOL MATHEMATICS CURRICULA ON
THE MATHEMATICS TAKS EXIT-LEVEL PERFORMANCE OF
AFRICAN AMERICAN STUDENTS

A Dissertation Defense
by
Clarence Johnson
September 17 2008
Chair William Allan Kritsonis Ph.D.

2
Committee Members

William Allan
Kritsonis Ph.D.
(
Dissertation Chair)
Pamela Barber-Freeman Ph.D. Camille
Gibson Ph.D.
(Member)
(Member)
Douglas Hermond Ph.D. David
Herrington Ph.D.
(Member) (Member)

3
Dissertation Defense Format

I. Statement of Problem
II. Purpose of the Study
III. Theoretical Framework
IV. Research Questions
V. Null Hypotheses
VI. Pilot Study
VII. Subjects of the Study
VIII. Instrumentation
IX. On-Line Survey Questions

X. Data Analysis
XI. Independent/Dependent Variables
XII. Major Findings -Quantitative
XIII. Major Findings- Qualitative/Interview and
Related Literature Support
XIV. Implications
XV. Recommendations for Further Study
XVI. Challenge Opportunity

4
Statement of the Problem

Forty-three percent of African American high
school students failed the Texas Assessment of
Knowledge and Skills (TAKS) Exit-Level
Mathematics Test. The data table showed the
failure rate was higher among African American
students than any other ethnic groups (TEA
2005).

5
Purpose of the Study

The purpose of this study was to investigate
the impact that high school mathematics scores
and courses had on the Mathematics TAKS
Exit-Level performance of African American
students. Some middle school counselors were
surveyed to investigate factors that contributed
to African American students passing the
Mathematics TAKS Exit-Level Test.

6
Purpose of the Study

The results of this study may be helpful to
school administrators teachers and
parents. The results will help to give
needed attention to students in terms of
proper placement in mathematics courses
along with support in the learning process.

7
Theoretical Framework
Explanatory Mixed Methods Design
Quantitative Data
Qualitative Data
Track 2 Scores Algebra I Geometry Algebra II
Survey of Middle School Counselors
Track 1 Scores Algebra I Geometry Algebra II
Factors that Impact Students Placement in Track
1 or Track 2 Mathematics
Eleventh Grade Mathematics TAKS Exit-Level Scores
8
Research QuestionsQuantitative

1. Is there a difference between African
American students enrolled in track one or track
two eighth grade mathematics in their performance
on the eleventh grade Texas Assessment of
Knowledge and Skills (TAKS) Exit-Level
Mathematics Test scores

9
Research QuestionsQuantitative

2. Is there a relationship between
mathematics scores in Algebra I
geometry and/or Algebra II of African
American students enrolled in track one
or track two in eighth and ninth grades
and their eleventh grade Texas Assessment of
Knowledge and Skills (TAKS) Exit-Level
Mathematics Test scores

10
Research QuestionsQualitative

3. What factors do counselors identify as
influential in African American students
placement in track one or track two
mathematics

11
Hypotheses

H01There is no statistically significant
difference between African American students
enrolled in track one and those in track two
eighth grade mathematics in their performance on
the eleventh grade Texas Assessment of Knowledge
and Skills (TAKS) Exit-Level Mathematics Test
scores.

12
Hypotheses

H02There is no statistically significant
relationship between mathematics scores in
Algebra I geometry and/or Algebra II of African
American students enrolled in track one or track
two in eighth and ninth grades and their eleventh
grade Texas Assessment of Knowledge and Skills
(TAKS) Exit-Level Mathematics Test scores.

13
MethodsPilot Study

Pilot Study Initial Survey with 15 Questions
Reduced to Nine (9)
A panel of experts reviewed the survey
An executive director of guidance and
counseling
Two university professors
Three middle school counselors
Two high school mathematics teachers

14
MethodsSubjects of the Study

Quantitative 262 African American Students
from 6 Urban High
Schools in Texas
Qualitative 16 Counselors from Nine
(9) Middle Schools in Texas

15
MethodsInstrumentation

Quantitative Data Banks of TEA and School
District SASIxp
Qualitative On-line Survey

16
MethodsOn-Line Survey Questions

3a. What factors do you consider when placing
students in eighth grade mathematics
3b. When advising African American students for
mathematics placement what is the most important
factor
3c. In your opinion what could the school do
that would reduce the failure rates of African
American students in eighth grade mathematics
3d. How often do you meet with students to
discuss mathematics grade placement
3e. Which factor has the greatest influence on
eighth grade mathematics students passing rate
in mathematics

17
Methods On-Line Survey Questions

3f. What is the most important factor that
contributes to the recommendation of African
American males to eighth grade advanced
mathematics
3g. In your opinion teachers at this school
frequently meet with African American students
about how they can succeed in mathematics
courses
3h. What is your opinion of the number of eighth
grade African American students enrolled in
advanced mathematics classes
3i. How do you rate the counseling department in
dealing with African American eighth grade
students in mathematics

18
MethodsData Analysis

Descriptive Statistics
Correlation Statistics Pearson r Multiple
Correlation (R)
t - test for 2 Independent Samples
Analysis of Variance (ANOVA)

19
MethodsVariables-Independent/Dependent

Independent Variables African American
Students Scores in Algebra I geometry and
Algebra II
Track 1
Track 2
Dependent Variable TAKS Exit-Level Mathematics
Scores

20
Major FindingsResearch Question 1

Comparison of Performance in the Mathematics TAKS
Exit-Level Test of African American Students
Enrolled in
Track 1 vs. Track 2
Mean Passed TAKS t
Track 1 2168.34 76.5
6.857
Track 2 2321.69 100.0
Significant at p 0.05
Null hypothesis was rejected. (Students in Track
2 scored
significantly higher on the TAKS test compared to
students
in Track 1).

21
Major FindingsResearch Question 2

Relationship Between Scores in Algebra I
and TAKS Exit-Level Mathematics Test
Pearson r Track 1 Track 2
TAKS Scores 0.297 0.242
Sig. (2-tailed) 0.000 0.098
Significant at p 0.05 Not Significant

22
Major FindingsResearch Question 2

Relationship Between Scores in Geometry
and TAKS Exit-Level Mathematics Test
Pearson r Track 1 Track 2
TAKS Scores 0.651 0.475
Sig. (2-tailed) 0.000 0.001
Significant at p 0.05

23
Major FindingsResearch Question 2

Relationship Between Scores in Algebra II
and TAKS Exit-Level Mathematics Test
Pearson r Track 1 Track 2
TAKS Scores 0.503 0.435
Sig. (2-tailed) 0.000 0.002
Significant at p 0.05

24
Major FindingsResearch Question 2

Analysis Of Variance (ANOVA) for Track 1
Students Passing the Mathematics TAKS Exit-
Level Test
Sum of Squares df F
Sig.
Regression 1737541.5 3 68.378 0.000
Residual 1821106.7 215
Total 3558648.2 218
Predictors Constant T1Algebra II T1Algebra I
T1Geometry
Dependent Variable T1TAKS

25
Major FindingsResearch Question 2

Coefficients for Track 1 Mathematics TAKS
Exit-Level Test
Unstandardized
Coefficients
t Sig.
Constant 1161.918 15.130
0.000
T1Algebra I 2.033 2.474
0.014
T1Geometry 8.137 8.596
0.000
T1Algebra II 3.379 3.449
0.001
Dependent Variable T1 TAKS
Regression Equation to Predict Value of TAKS
Score
Y 1161.918 2.033X1 8.137X2 3.379X3
where X1 Algebra I score X2 geometry score
X3 Algebra II
score and Constant 1161.918.

26
Major FindingsResearch Question 2

Analysis Of Variance (ANOVA) for Track 2
Students Passing the Mathematics TAKS Exit-Level
Test
Sum of Squares df F
Sig.
Regression 327637.4 3 10.375 0.000
Residual 452633.5 43
Total 780270.9 46
Predictors Constant T2 Algebra II T2 Algebra
I T2 Geometry
Dependent Variable T2 TAKS

27
Major FindingsResearch Question 2

Coefficients for Track 2 Mathematics TAKS
Exit-Level Test
Unstandardized
Coefficients
t Sig.
Constant 1227.116 6.208
0.000
T2 Algebra I 0.668 0.515
0.609
T2 Geometry 6.995 3.348
0.002
T2 Algebra II 5.765 2.634
0.012
Dependent Variable T2 TAKS
Regression Equation to Predict Value of TAKS
Score
Y 1227.116 0.668X1 6.995X2 5.765X3
where X1 Algebra I score X2 geometry score
X3 Algebra II score and Constant 1227.116.

28
Number of Years Respondents Worked as a
School Counselor

Years Frequency Percent
1 - 5 6 37.50
6 - 10 1 6.25
11 - 15 4 25.00
16 - 20 3 18.75
21 - 25 1 6.25
26 - 30 1 6.25
Total 16 100.00

29
Major Findings Qualitative Question 3a

What factors do you consider when placing
students in 8th grade mathematics
Factors Frequency
Percent
Parental input 3 18.75
Previous academic
achievement 15 93.75
School district policy 14 87.50
Teachers recommendation 14 87.50
Due to multiple responses percentages do not add
up to 100.

30
Interview Support

District policy requires standardized test
scores (primarily Iowa and TAKS) to be
used with grades.
District guidelines direct the placement of
students in Algebra in the 8th grade.
I follow the same schedule that the
students from the home school enter
with.

31
Related Literature Support

In Principles and Standards for School
Mathematics the National Council of Teachers of
Mathematics (NCTM 2000) identified algebra as
one of the central themes in K-12 mathematics.
Many educators perceive algebra as the gateway
to higher mathematics and many state
graduation requirements include at least 1 year
of
algebra (McCoy 2005).

32
Major Findings Qualitative Question 3b

When advising African American students for
mathematics placement what is the most
important factor
Factors Frequency
Percent
Students desire for more
challenging courses
11 68.75
Teachers recommendation 4 25.00
Counselors recommendation 0 0.00
Family history 0 0.00
Due to less than total documented responses
percentages do not add up to 100.

33
Interview Support

The district has a matrix that we follow that
guides us in
placing students in Algebra I as an 8th grader.
We
examine previous grades and teacher
recommendations to
determine placement in our AVID (college prep)
program.
Teacher recommendations are important but much
less
reliable due to subjectivity.
I would consider the students desire for a
challenge and
then speak with the teacher as well.
I follow the same schedule that the students
from the
home school enter with.

34
Major Findings Qualitative Question 3c

In your opinion what could the school do that
would reduce the failure rates of African
American students in 8th grade mathematics
Factors Frequency Percent
More tutorials/remediation 12
75.00
Better trained mathematics teachers 9
56.25
More parental involvement 12
75.00
Change entry level 3 18.75
Due to multiple responses percentages do not
add up to 100.

35
Interview Support

The Ethnic Disparity Gap is irrelevant when
there are strong supportive homes. This is in
consonance with the counselors claim that
parental involvement has tremendous effective
influence on students success.

36
Related Literature Support

Much of the difference in school
achievement found between African
American students and others is due to
the effects of substantially different
school opportunities and in particular
greatly disparate access to high quality
teachers and teaching (Darling-Hammonds
2000).

37
Major Findings Qualitative Question 3d

How often do you meet with students to
discuss mathematics grade placement
Timeline Frequency Percent
One time a year 5 31.25
Bi-annually 8 50.00
Monthly 1 6.25
Parents request 5 31.25
Due to multiple responses percentages do not
add up to 100.

38
Interview Support

Course selection or qualification for advanced
classes is
the only time we meet to discuss placement.
Districts
Track doesnt allow a student to enter in higher
classes in
8th grade unless enrolled in 7th grade
mathematics.
I follow the same schedule that the students
from the
home school enter with.
We tell students in the 6th grade when we let
them
choose their courses about district mathematics
requirements. We tell them again at orientation
night
during the first day of school. We tell them
again at open
house early fall. We tell them again in the GT
parents
meeting held in the fall and spring. We send out
letters
late spring.

39
Major Findings Qualitative Question 3e

Which factor has the greatest influence on 8th
grade mathematics students passing rate in
mathematics
Factors Frequency
Percent
Certified Mathematics teacher 0 0.00
Parental involvement 2 12.50
Teachers expectation 5 31.25
Peer group pressure 0 0.00
Students attitude 8
50.00
Due to total documented responses percentages
do not add up to 100.

40
Related Literature Support

Working in an urban Missouri junior high school
investigators studied what happened when students
of average mathematics achievement were assigned
to an advanced eighth-grade pre-algebra class.
They found that the achievement of accelerated
average students was better than the achievement
of similar students in previous years who had not
taken accelerated mathematics (Burris Heubert
Levin 2006).

41
Related Literature Support

The average-achieving students in the high-track
classes enrolled in more advanced high school
mathematics courses than did students at similar
achievement levels from previous low-track
cohorts. The results of the studies are
consistent with the
findings and demonstrated almost no growth among
students placed in low-track remedial
eighth-grade
classrooms and the conclusions from a study
commissioned by the National Research Council
that
documented strong negative effects of low-track
classes
(Burris Heubert Levin 2006).

42
Major Findings Qualitative Question 3f

What is the most important factor that
contributes to the recommendation of African
American males to 8th grade advanced
mathematics
Factors Frequency
Percent
Athletic coachs recommendation 1
6.25
Students interest 1 6.25
Principals/counselors recommendation 1
6.25
Achievement scores 12 75.00
Due to total documented responses percentages
do not add up to 100.

43
Interview Support

A counselor repeated the matrixs
guideline as basis for her action regarding
placement of African American students
in 8th grade mathematics.
Counselors commented Once again
Algebra I placement is determined by a
matrix given to us by the district.

44
Major Findings Qualitative Question 3g

In your opinion teachers at this school
frequently meet with African American students
about how they can succeed in mathematics
courses
Response Frequency Percent
Strongly agree 0 0.00
Agree 6 37.50
Unsure 7 43.75
Disagree 1 6.25
Strongly disagree 2 12.50
Total 16
100.00

45
Related Literature Support

A students path in middle school can shape his
or
her course in high school which affects success
in college and thereby determines a career path.
As we look at African Americans in the
workplace our gaze is necessarily directed back
to their formative academic experiences in
middle school high school and college where the
track to their future success is first laid down
(Report Highlights Importance of Middle School
Math 2003).

46
Major Findings Qualitative Question 3h

What is your opinion of the number of 8th grade
African American students enrolled in advanced
mathematics classes
Reasons Frequency Percent
Advanced Mathematics courses
are not offered at this school 1
6.25
About the right number 5 31.25
Too few 10 62.50
Too many 0 0.00
Total
16 100.00

47
Related Literature Support

African American students are twice as
likely to be placed in non-academic track
classes and remedial mathematics
classes. Placement in these classes
exposes students to a less challenging
curriculum and the least experienced
teachers (Rubin Noguera 2004).

48
Related Literature Support

Berry (2003) stated that African American
students receive mathematics instruction
that is not consistent with mathematics
education reform furthermore the
mathematics instruction that many African
American students receive is in opposition
to their culture styles and learning
preferences.

49
Related Literature Support

African American students take fewer
algebra and geometry courses than White
students and these courses are often
gate-keepers to science and mathematics
degrees and performance on standardized
examinations (Russell 2005).

50
Major Findings Qualitative Question 3i

How do you rate the counseling department in
dealing with African American 8th grade
students in mathematics
Rating Frequency Percent
Outstanding 1 6.25
Above average 6 37.50
Adequate 8 50.00
Poor 0 0.00
Due to total documented responses percentages
do not add up to 100.

51
Interview Support

We have a large group of student load and
we treat them all the same in placement
and do not single out one group. We speak
to all the same and with the same
information which to encourage them all.

52
Implications

Berry (2003) points outs that African American
students
mathematics achievement levels are indicative of
the
instruction that they receive. Data collected on
teachers
instructional practices indicate differences
between African
American students and their peers.
National Assessment of Educational Progress
(NAEP) data suggest
that most African American students are not
experiencing
instructional practices consistent with the
recommendations suggested by the National Council
of
Teachers of Mathematics (NCTM) whereas more
White
students are experiencing NCTM standards-based
instruction (Lubienski 2001).

53
Implications

The power and influence of the middle-class
affluent and more privileged parents plays an
important role in deciding who will be in their
kids classes. More often than not political
pressure from parents coupled with low
expectations for African Americans in the
classroom by teachers counselors and
administrators result in homogeneous tracks
and ability groups (Russell 2005).

54
Implications

Tracking in American schools often contained a
racial and
socioeconomic element. African American students
were
more likely to be tracked in the vocational
curriculum
Hispanic students in the general curriculum and
Asian and
White students in academic or advanced placement
curricula. Essentially the content rigor and
teaching
strategies vary markedly among curricula
programs
although the course names in each program may
often be
similar. It was also well documented that
African American
and Hispanic boys were over-represented in
special
education programs (Futrell Brown 2000).

55
Implications

Ward (2008) pointed out that mathematics
achievement
builds to increasing levels of complexity only
when the base
is solid and that base is formed from the
earliest days of
elementary school. Too many elementary school
teachers
strong in other subjects and talented in
connecting with
children lack the mathematics background needed
to
prepare students for algebra by the eighth grade.
Additional research based training targeted at
the specific
skills needed for effective algebra instruction
will be
critical and costly.

56
Implications

The existence of linear regression equations
may become one of the bases for remediation
efforts to assure that students pass the
mathematics high-stakes test. Administrators
and teachers may forestall problems associated
with the State of Texas requirement for
students to graduate from high school.

57
Recommendations for Further Study

A study should be conducted to involve
representative samples from one or more districts
in a similar study to determine if results can be
duplicated.
A study should be conducted to involve another
group of students (Whites Hispanics Asians
etc.) in a similar study.

58
Recommendations for Further Study

A study should be conducted to determine
specific activities of the guidance and
counseling department in the placement of
students not only in mathematics but also in the
different core areas of science English and
social studies.
A study should be conducted on the quality of
mathematics instruction involved in the different
tracks.

59
Recommendations for Further Study

A study should be conducted to predict the
performance of African American students in the
other core areas.
A quantitative study should be conducted with a
large random sample of teachers and school
counselors regarding the impact of high school
mathematics curricula on the mathematics TAKS
Exit-Level performance of students.

60
Recommendations for Further Study

A study should be conducted regarding remediation
practices done by the school and the home in
preparing students to succeed in the high-stakes
tests given by the State of Texas not only in
mathematics but also in the other core areas.

61
Challenge Opportunity

Simply put until African American students
on the pre-college level are participating at the
highest levels in more rigorous challenging
science and mathematics courses the achievement
gap will only become more pronounced. Although
African Americans have increased their
participation in the sciences within the last
decade it is important to note that these
advances are still miniscule when compared to
those of White students (Russell 2005).

62
Challenge Opportunity

The attitudes and experiences of many school
personnel
need to change too. I have been on campuses and
in
classrooms throughout the state and it is
consistent from
one end to the other certain students are seen
as algebra-
ready and certain students are not. Its no
mystery Asian
and White students on one hand Latino African
American
and poor students of all ethnicities on the
other. But they
are not ready. This is the common and perfectly
honest
explanation. But it is our job to make them
ready. It is work
we have chosen. It is our responsibility (Ward
2008).

63
Thank You !!!

For
listening
to
my
presentation!
Have a wonderful day!!!

64
REFERENCES

Berry R. Q. III. (2003). Voices of African
American male middle
school students A portrait of successful middle
school mathematics students. Unpublished Doctoral
Dissertation. University of North Carolina at
Chapel Hill Chapel Hill NC.
Burris C. C. Heubert J. P. Levin H. M.
(2006). Accelerating mathematics achievement.
Educational Research Journal 43(1) 105-136.
Darling-Hammonds L. (2000). New standards and
old inequalities
School reform and the education of African
American students.
The Journal of Negro Education 69(4) 263-287.
Futrell M. H. Brown W. A. (2000). Should
African Americans support the current education
reform standards movement The Journal of Negro
Education 69(4) 288-302.

65
REFERENCES

Lubienski S. T. (2001 April). A second look at
mathematics achievement gaps Intersections of
race class and gender in NAEP data. Paper
Presented at American Educational Research
Association Seattle WA.
McCoy L. P. (2005). Effect of Demographic and
personal variables on achievement in eighth-grade
algebra. Journal of Educational Research 98(3)
131-135.
National Council of Teachers of Mathematics.
(2000). Principles and standards for school
mathematics. Reston VA NCTM.
Report highlights importance of middle school
math (2003). Black Issues in Higher Education
20(19) 11.

66
REFERENCES

Rubin B. C. Norguera P. A. (2004). Tracking
detracking Sorting through the dilemmas and
possibilities of detracking in practice. Equity
Excellence 37 92-101.
Russell M. L. (2005). Untapped talent and
unlimited potential African American students
and the science pipeline. The Negro Educational
Review 56(2/3) 167-182.
Texas Education Agency (2005). Accountability
System State Data
Table 2005. Austin TX Author. Retrieved
January 25 2006
from http//www.tea.state.tx.us/perfreport/accoun
t/2005/state.html
Ward R. (2008 July 23).Our expectations for all
children. The San Diego Union-Tribune. p. A18.