1. AN EVALUATION OF THE EIGHTH GRADE ALGEBRA PROGRAM IN GRAND BLANC COMMUNITY SCHOOLS 8 th Grade Algebra 1A

2. INTRODUCTION Chapter 1 Michigan’s current High School graduation requirements include 4 years math At least up to Algebra II To help students get an earlier start on Algebra, Grand Blanc began a program of Algebra instruction in 8 th grade in the 2009-10 school year. All 8 th graders take either: Algebra 1 (full high school course) or Algebra 1A (= 1 st semester of the full high school course spread over one year) 2

3. INTRODUCTION Chapter 1 This action research project will evaluate the effectiveness of the Algebra 1A portion of this program. 3

4. ASSUMPTIONS AND LIMITATIONS Chapter 1 1. “Success” is indicated by a passing grade of C- or better. 2. Grading practices are assumed to be consistent among all teachers teaching Algebra 1 and 1A. 3. Common teacher-developed assessments have high reliability and validity. 4. All Algebra teachers are equally effective. 5. Student demographics remain approximately constant. 4

5. RESEARCH QUESTIONS Chapter 1 1. Is our 8 th grade Algebra program more effective in enabling students to advance in high school mathematics than our previous program? 2. What influence does computational fluency have on student success in Algebra? 3. What factors influence retention of Algebra skills over time? 5

6. LITERATURE REVIEW Chapter 2 Research consistently shows that students have to be ready for Algebra before they can be successful in an Algebra course. “Readiness” includes: A strong conceptual understanding of arithmetic; Experience in observing patterns and generalizing; Sufficient procedural fluency to free up working memory for the prior two points; An ability to work with unknown quantities and symbols; 6

7. METHOD OF THE STUDY Chapter 3 Algebra 1 success rates for students from East and West Middle School were compared with previous students’ data from the High School. 2008-09 HS Algebra 1 2009-10 HS Algebra 1 2009-10 MS Algebra 1A 2010-11 HS Algebra 1B 2010-11 MS Algebra 1A 2010-11 HS Algebra 1 7 B A DC C

8. METHOD OF THE STUDY Chapter 3 The percentage of students (passing with C- or better) of group C were compared to the passing percentages of students in groups A and B. We will continue the comparison using next year’s group D. 8 B A C D This answered Research Question number 1: Is our 8 th grade Algebra program more effective in enabling students to advance in high school mathematics than our previous program?

9. METHOD OF THE STUDY Chapter 3 For those students in C who were not successful, we looked at their IOWA Algebra Aptitude Test (IAAT) scores, and specifically at the subtest scores to identify likely causes. 9 C This addressed Research Questions number 2 and 3: 2. What influence does computational fluency have on student success in Algebra? 3. What factors influence retention of Algebra skills over time?

10. METHOD OF THE STUDY Chapter 3 IOWA Algebra Aptitude Test (IAAT) results, which were used to place students into all the Algebra courses in this study, contain four subsections: 10 1. Computational skills and understandings 2. Interpreting mathematical information in graphs and tables 3. Identifying the relationship between two sets of numbers 4. Utilizing symbols

11. 11 IAAT score in % Grade in % Prior experience with IAAT scores and student success have shown the following general pattern:

12. METHOD OF THE STUDY Chapter 3 Based on the assumption that students who were not successful were lacking in prerequisite skills, we disaggregated their IAAT scores and looked at each of the subsections. 12 1.Computational skills and understandings 2.Interpreting mathematical information 3.Identifying relationships between two sets of numbers 4.Utilizing symbols Score averages for the entire group of failing students were calculated for each subsection.

13. METHOD OF THE STUDY Chapter 3 In addition to looking at pre-algebra skills, we also surveyed students, probing for their motivational levels, support options, and perceived arithmetic skill levels. 13 Teachers at both the middle school and high school were surveyed to identify their beliefs about why students struggle in Algebra, what student motivational levels and skills seem to be, and significant characteristics of their instructional practices.

14. RESULTS AND DISCUSSION 14 Chapter 4 Overall, group C had a slightly lower success rate than either group A or B. The difference was not statistically significant and can be attributed to several factors, including: An implementation dip which can be expected, since this was a “new” program for the middle schools. Teaching staff at the middle school has had much less experience in teaching Algebra than the high school.

15. RESULTS AND DISCUSSION 15 Chapter 4 passing failing

16. 16 Chapter 4 Next, we looked at the pre-algebra skills of the failing group s. Averages for each of the subtest categories were calculated.

17. RESULTS AND DISCUSSION 17 Chapter 4 Based on these results, it looks like we should focus most on the first sub-skill identified in the IAAT: computational skills and understandings. The challenge will be in determining if the skills are low because of lack of conceptual understanding or because of other factors such as insufficient practice opportunities.

18. RESULTS AND DISCUSSION 18 Chapter 4 Student survey results were as follows:

19. Algebra 1A Student Survey, June 2011 19 [1]I made satisfactory progress in math this year. [2]Homework helped me learn the concepts. [3]I know my basic facts well. [4]I was able to remember almost everything that we learned. [5]The examples in the book helped me learn. [6]I used the on-line components of the book often. [7]I felt motivated to learn Algebra this year. [8]Math grades are important to me. [9]My parents think it is very important to learn math. [10]My parents can help me with math. [11]I worked harder in math class than in any other class this year. Responses in % SAAUDSDNA 132.4644.6413.623.77 1.45 221.4545.8019.719.862.03 1.16 337.6847.838.991.451.74 1.16 419.4242.3222.6112.751.74 1.16 522.0335.6516.8114.785.80 4.93 66.0915.3610.7220.0020.29 10.14 722.0339.4222.038.125.51 2.32 855.3632.468.122.031.45 0.58 960.0030.144.062.611.45 1.16 1028.7033.3313.6211.019.91 3.19 1136.2325.8022.6111.592.03 1.45

20. 20 It is interesting to note that student perceptions are a bit different than what one expects. Most students indicated a strong belief in their parents’ ability to help them, and the majority felt that their basic skills were sufficiently strong. Homework, though not popular, was considered important by the students. Based on some of the student responses however, this survey will need to be adjusted. It is apparent that some items were answered the way students thought their teachers wanted them answered, rather than their own opinion. This was most apparent while reading the written comments some students provided. Demographic data on the survey allows us to disaggregate the data according to gender and number of years in the Grand Blanc school system. Analysis has not shown any significant gender differences except for attitudes about homework. Number of years that a student has been in Grand Blanc Schools does not produce any significantly different responses.

21. CONCLUSIONS, RECOMMENDATIONS, IMPLICATIONS 21 Chapter 5 Regardless of how well our students are doing, we should always be seeking to improve. Major areas to explore are: Instructional practices, such as problem-centered learning Real-life applications, concrete representations Identifying genuine assessments of understanding

22. CONCLUSIONS, RECOMMENDATIONS, IMPLICATIONS 22 Chapter 5 Some of these are difficult for teachers to address, but have great potential for improving students’ life-long learning.