Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Carole Trueman
Committee Member
John W. Evans
Committee Member
Barbara Packer
Keywords
academic achievement, best practices, Clyde C. Cox Elementary School, district staff, elementary schools, improvement programs, mathematics achievement, mathematics administrators, mathematics instruction, mathematics intervention, parent involvement, parent training, qualitative evaluation, quantitative evaluation, scientifically research-based programs, second grade mathematics, staff development, standards-based assessment, student achievement, teaching practices, testing results
Abstract
This applied dissertation was developed to improve the second-grade math skills at Clyde C. Cox Elementary School. The program's plan began with an analysis of the standards based assessment program scores from 1997 through 2001. Clyde C. Cox Elementary School scored below the district minimum during those years. The intervention plan detailed within this document was developed to increase student achievement in second-grade math. Specific steps were outlined to address the continued inability of second-grade students to meet the minimum mastery standard. The major components of the improvement plan were as follows: (a) provide focused staff development to teach best practice techniques for the teaching of math, (b) use scientifically research based math programs, (c) involve parents in the program, and (d) use the math audit findings to pinpoint specific deficient teaching practices.
Both qualitative and quantitative evaluations were used to evaluate the mathematics intervention. The Grade 2 teachers completed a survey regarding the staff development. Students and parents participated in interviews where they gave their opinions of the mathematics activities. In addition, district staff completed a math audit to determine the strengths and weaknesses of the mathematics program. Mathematics standardized testing results for 2002 were compared with results from 1998 to 2001.
After careful analysis of the data from the math audit, it was found that (a) teachers did not spend adequate time in the math subject area, (b) additional drill and practice was necessary, (c) parents had not formally been trained to help their children at home, and (d) staff development had no concentrated math emphasis. The mathematics administrators and teachers will address needed improvements.