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Factors Impacting Success in Ninth Grade Algebra I for High School Students James M View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by East Tennessee State University East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 12-2014 Factors Impacting Success in Ninth Grade Algebra I for High School Students James M. Lamie East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the Curriculum and Instruction Commons Recommended Citation Lamie, James M., "Factors Impacting Success in Ninth Grade Algebra I for High School Students" (2014). Electronic Theses and Dissertations. Paper 2427. https://dc.etsu.edu/etd/2427 This Dissertation - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Factors Impacting Success in Ninth Grade Algebra I for High School Students ____________________________________ A dissertation presented to the faculty of the Department of Educational Leadership and Policy Analysis East Tennessee State University In partial fulfillment of the requirements for the degree Doctor of Education of Educational Leadership ____________________________________ by James Michael Lamie December 2014 ____________________________________ Dr. James Lampley, Chair Dr. Cecil Blankenship Dr. William Flora Dr. Pamela Scott Keywords: Attendance, Family Composition, Socioeconomic Status, Grade Retention, Disability Status, Discipline Referrals, English Language Learner (ELL), Gender ABSTRACT Factors Impacting Success in Ninth Grade Algebra I for High School Students by James Michael Lamie The implementation of the Common Core State Standards (CCSS, 2013), No Child Left Behind Act of 2001, and the Race to the Top initiative of 2009 has placed a greater emphasis on high stakes testing. A renewed emphasis on math education for all students and their ability to succeed in high school mathematics place new challenges on today’s classroom teachers. Although the belief is that with new standards and best teaching strategies students will improve their test scores, there are multiple factors that can serve as deterrents to the success in mathematics for at-risk high school students (Balfanz, 2009). The purpose of this research is to examine the relationship of at-risk indicators attendance, family composition, socioeconomic status (as measured by free and reduced priced meals), grade retention, special education status, number of discipline referrals, students who are English language learners (ELL), and gender with student performance in high school mathematics. Using archived data from the student management system of a rural county school in Northeast Tennessee, data were gathered for 412 high school freshmen attending the county’s 4 high schools. There were 8 research questions with corresponding null hypotheses. Each research question was analyzed with a series of independent t-tests or Pearson correlation coefficient tests. All data were analyzed at the .05 level of significance. Findings from the data indicated a significant difference in the mean scores on the algebra I end of course (EOC) assessment with 5 at-risk factors. Mean scores for students from two-parent families were higher than students from single-parent families. Mean scores for 2 students not from low socioeconomic status were higher than students from low socioeconomic status. Mean scores for students that had not been retained where higher than students that had been retained. Mean scores for students that did not receive special education services were higher than students that did receive special education services. Mean scores for female students were higher than male students. Findings for the data also indicated negative relationships between the students’ score on the end of course assessment and the number of days absent from school and the number of discipline referrals received. 3 DEDICATION The work in this study is dedicated to my family. Like most doctoral candidates, my completion of this journey to a successful completion would not be possible without the support from many individuals who have provided me with resources, patience, and understanding throughout this process. Although there are many, no one deserves more credit to my success then my wife Robin. Through the many hours that she has spent taking care of our family as I pursued this degree, standing by me through some tough times, and nursing me back to health after my heart attack and its complications, I dedicate this to her, my partner in life and my best friend. I could spend many hours talking about the ways I have come to depend on her and I would hope that everyone can someday experience the same type of feelings for the special person in your life as I have for her. I would also like to say that I am very proud of her own accomplishments. She is a world class teacher and a wonderful mother. I would also like to dedicate this to my children Julia, Ben, Alexandria, and Emily. I am very proud to say that all of them are wonderful children and it has been my honor, privilege, and pure joy to raise them over the last 30 or so years. I would hope that this work would inspire them to continue to pursue their dreams and dedicate their lives not only to their own success but the success of others as well. 4 ACKNOWLEDGEMENTS I would like to express my sincere appreciation to all of those individuals who provided assistance and guidance throughout this entire doctoral program. First I would like to acknowledge and thank all of the members of Cohort 123. It has been quite a journey and we survived it together. I would like to thank the participating school system for assistance with this study and especially the Director of Schools and database administrator for their encouragement throughout this study. To my committee members, Dr. Lampley, Dr. Blankenship, Dr. Flora, and Dr. Scott, each of you has been supportive and helpful during the dissertation process. To my chair, Dr. Lampley, without your encouragement and patience throughout the entire process of this study I would not have been able to complete it. Robin, thank you for your patience and understanding during my years in education. You have always allowed me to follow my dreams. I can only hope that I can return the favor someday. 5 TABLE OF CONTENTS Page ABSTRACT .......................................................................................................................... 2 LIST OF TABLES ................................................................................................................ 9 LIST OF FIGURES .............................................................................................................. 10 Chapter 1. INTRODUCTION ......................................................................................................... 11 Introduction to Study ................................................................................................. 11 Statement of Problem ................................................................................................. 12 Research Questions .................................................................................................... 13 Limitations and Assumptions of Study ...................................................................... 15 Definitions of Terms .................................................................................................. 15 Significance of Study ................................................................................................. 17 Overview of Study ..................................................................................................... 18 2. REVIEW OF LITERATURE ........................................................................................ 19 Attendance ................................................................................................................ 19 Characteristics of the Excessive Absenteeism Student ....................................... 21 Predictors of Excessive Absenteeism Behavior .................................................. 22 Causes of Excessive Absenteeism ...................................................................... 23 Outcomes of Excessive Absenteeism ................................................................. 24 Family Composition................................................................................................... 25 Familial Barriers ................................................................................................. 25 Socioeconomic Status ................................................................................................ 30 Learning Resources ............................................................................................. 30 School Environment ............................................................................................ 30 6 Academic Achievement ...................................................................................... 31 Theory and Research ........................................................................................... 31 Grade Retention ......................................................................................................... 33 Age
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