Project Activities
Under a previous IES award, the researchers developed and tested curriculum materials for the first semester of Algebra I. Building on this work, the team is developing curriculum materials for the second semester of their curriculum, Algebraic Interventions for Measured Achievement. When the new modules are developed, the team will first evaluate the effect of the four new curriculum modules on student learning by conducting a randomized control trial in which at least 15 teachers will be randomly assigned to use the new modules in their high school algebra classes, and at least 15 teachers in the same schools will continue to teach their regular Algebra I curriculum covering the same topic as the new module. Next, a quasi-experiment will be conducted to examine the potential efficacy of all 10 (full-year) AIMA modules together in 30 treatment and comparison classrooms. The researchers are examining whether learning of algebra is better among students receiving the intervention compared to the standard curriculum.
Structured Abstract
Setting
The research takes place in high schools in California.
Sample
Students are ninth- and 10th-graders who are low-achieving in mathematics. The targeted schools serve a high percentage of minority students, students in poverty, and English Language Learners.
Previously, the researchers developed the first-semester curriculum materials for the Algebraic Interventions for Measured Achievement program. This curriculum targets trouble spots in middle school and high school algebra, and is intended to facilitate mathematics learning of the lowest-achieving students. The Algebraic Interventions for Measured Achievement curriculum is currently comprised of six print-based modules: Signed Number Operations, Variables and Expressions, Proportional Reasoning, Patterns, the Coordinate Plane, and Inequalities. Using knowledge from research on learning mathematics, the researchers constructed this curriculum both to support students who are learning challenging algebra and to model effective instruction and provide support for teachers.
The current project builds on the six existing modules by adding an additional four topic areas: Beginning Number Theory, Rational Numbers, Variables and Equations, and Data and Probability. Together, the 10 topic areas comprise a full-year algebra curriculum.
Research design and methods
Upon completing the development of each module the research team is using an experimental research design to examine the effect of each newly developed curriculum module on students' algebra performance in the content area that is the focus of the module. Next, a quasi-experiment will be conducted to examine the potential efficacy of all 10 (full-year) AIMA modules together in 30 treatment and matched comparison classrooms. The researchers are examining whether learning of algebra is better among students receiving the intervention compared to the standard curriculum.
Control condition
The comparison classrooms are using the existing algebra instruction already in place at their schools.
Key measures
The primary achievement outcome measure is student performance on the Algebra California Standards Test, a criterion-referenced test that is aligned with state content standards.
Data analytic strategy
The primary hypothesis-testing analyses will involve fitting linear mixed effects ANCOVA models, with additional terms to account for the nesting of subjects within units of aggregation. Random effects include teacher and school site to account for within-site clustering. Potential fixed effects include treatment group, baseline achievement, and other observed covariates.
People and institutions involved
IES program contact(s)
Products and publications
Products: Products from this project include a full-year high school algebra curriculum, and published papers of the results of the initial evaluation of Algebraic Interventions for Measured Achievement.
Book
Carr, J., Carroll, C., Cremer, S., Gale, M., Lagunoff, R., and Sexton, U. (2009). Making Mathematics Accessible to English Learners: A Guidebook for Teachers.San Francisco: WestEd.
WestEd (2010). AIM for Algebra.Mount Kisco, NY: It's About Time.
Related projects
Supplemental information
Purpose: The purpose of this project is to complete development of a full-year algebra curriculum designed to target typical trouble spots in school algebra and to conduct an initial evaluation of the curriculum.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
