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Torbey, Ryan; Martin, Nicole D.; Warner, Jayce R.; Fletcher, Carol L. – Texas Education Research Center, 2020
A complex web of factors can influence whether students participate in computer science (CS) during high school. In order to increase participation in CS for all students, there is a need to better understand who is currently participating and what factors might be hindering participation. This study utilized a large-scale, student-level dataset…
Descriptors: Algebra, High School Students, Computer Science Education, Student Participation
Nathan A. Hawk; Kui Xie; Azita Manouchehri – Journal of Urban Mathematics Education, 2025
In online virtual-based learning, combining more adaptive personal student characteristics with risk factors, the purpose of this study was to examine the relationship between student at-risk factors and mathematics achievement. Further, the study examined how personal student characteristics, which are sometimes amenable to change and…
Descriptors: Student Characteristics, Mathematics Achievement, Nontraditional Students, High School Students
Zabrina Gamez Lard – ProQuest LLC, 2022
This quantitative study explored the relationship between community sociodemographic factors and student outcomes on the 2019 Texas high school mandated end-of-course (EOC) exams for Algebra I, Biology, English I, English II, and U.S. History in Texas midsized high schools. Correlational analysis was run on community sociodemographic factors on…
Descriptors: State Standards, High School Students, Outcomes of Education, Algebra
Jaylin Lowe; Charlotte Z. Mann; Jiaying Wang; Adam Sales; Johann A. Gagnon-Bartsch – Grantee Submission, 2024
Recent methods have sought to improve precision in randomized controlled trials (RCTs) by utilizing data from large observational datasets for covariate adjustment. For example, consider an RCT aimed at evaluating a new algebra curriculum, in which a few dozen schools are randomly assigned to treatment (new curriculum) or control (standard…
Descriptors: Randomized Controlled Trials, Middle School Mathematics, Middle School Students, Middle Schools
Reichel, Katherine V. – ProQuest LLC, 2023
New York State public school students in grades 3-8 are required to take the Common Core assessments, now based on Next Generation Learning Standards, in English language arts and mathematics. Students are also required to take English and Algebra Regents exams in high school. Elementary students who often perform on-grade level in the classroom…
Descriptors: High Stakes Tests, Student Evaluation, Elementary School Students, Common Core State Standards
Cirino, Paul T.; Tolar, Tammy D.; Fuchs, Lynn S. – Grantee Submission, 2018
Algebra I is a crucial course for middle and high school students for successful STEM related coursework. A key issue is whether students should take Algebra I in 8th versus 9th grade. Large-scale policy studies show conflicting results, and there are few (particularly longitudinal) individual difference studies. Here, 53 students were assessed in…
Descriptors: Algebra, Grade 8, Grade 9, Middle School Students
Cwik, Sonja; Singh, Chandralekha – Physical Review Physics Education Research, 2021
Student grades and motivational outcomes in introductory physics courses can influence their retention in science, technology, engineering, and mathematics disciplines and future career aspirations. We surveyed students in mandatory large introductory level algebra-based physics courses for bioscience majors at a large research university. The…
Descriptors: Introductory Courses, Grades (Scholastic), Physics, Science Instruction
Holley, Hope D. – ProQuest LLC, 2017
Despite research that high-stakes tests do not improve knowledge, Florida requires students to pass an Algebra I End-of-Course exam (EOC) to earn a high school diploma. Test passing scores are determined by a raw score to t-score to scale score analysis. This method ultimately results as a comparative test model where students' passage is…
Descriptors: Mathematics Achievement, Algebra, Statistical Analysis, Predictor Variables
Showalter, Daniel A.; Mullet, Luke B. – Mid-Western Educational Researcher, 2017
Selection bias is a persistent, and often hidden, problem in educational research. It is the primary obstacle standing in between increasingly available large education datasets and the ability to make valid causal inferences to inform policymaking, research, and practice (Stuart, 2010). This article provides an accessible discussion on the…
Descriptors: Educational Research, Selection Criteria, Selection Tools, Bias
Stein, Allison – ProQuest LLC, 2017
This study examined how school-facilitated parental involvement affects Standards of Learning (SOL) end-of-course exams for high school students in Virginia who are receiving special education services. This study examined test results from the 2012-2013, 2013-2014, and 2014-2015 school years for the Algebra I, Geometry, and Algebra II SOL exams,…
Descriptors: Parent Participation, Mathematics Achievement, High School Students, Secondary School Mathematics
Gallagher, Kerry Edward – ProQuest LLC, 2018
For over 40 years, an academic achievement gap has separated the Hispanic and White students in public schools on both national- and state-level standardized tests. The demographics in America have shown an increase in the Hispanic population in many states, especially Texas. This increase, which included the addition of many Hispanic families…
Descriptors: Mathematics Tests, Algebra, Urban Schools, High School Students
Regional Educational Laboratory Southeast, 2019
In spring 2015 Mississippi began testing the college readiness of all grade 11 public high school students and found that approximately 18 percent were ready for college math, a percentage that had changed little by 2017/18. This study examined: (1) the sequences of math courses that Mississippi students took in grades 6-11; (2) the math…
Descriptors: Grade 6, Grade 7, Grade 8, Grade 9
Showalter, Daniel A. – Journal of Experimental Education, 2017
This article reports on a study designed to estimate the effect of high school coursetaking in the algebra-calculus pipeline on the likelihood of placing out of postsecondary remedial mathematics. A nonparametric variant of propensity score analysis was used on a nationally representative data set to remove selection bias and test for an effect…
Descriptors: Algebra, Calculus, Mathematics Instruction, Remedial Mathematics
Houston Independent School District, 2019
Dual credit courses are legislated course enrollment options available to ninth- to twelfth-grade students in the State of Texas. The dual credit program provides the opportunity for all high school students, regardless of grade level, to earn college credits while working toward a high school diploma (Houston ISD, 2018). There is no limit to the…
Descriptors: Dual Enrollment, High School Students, College Credits, Program Effectiveness
Newman, Lynn A.; Marschark, Marc; Shaver, Debra M.; Javitz, Harold – Grantee Submission, 2016
Data from the National Longitudinal Transition Study-2 were used to examine the effect of academic and career or technical education course taking in high school on deaf or hard of hearing (DHH) youth's postsecondary enrollment in 2-year, 4-year, and career or technical education (CTE) institutions. The analyses included a nationally…
Descriptors: Deafness, Hearing Impairments, College Students, Enrollment