The purpose of this study was to determine the effectiveness of early diagnosis and a summer program to strengthen precalculus skills before students enrolled in Engineering Calculus I. A meta-synthesis of interventions to increase success in college calculus was conducted, with a meta-analysis of studies that contained sufficient quantitative data to calculate Hedge's g effect sizes. Content validity for a mathematics placement exam was confirmed by an expert panel, and internal consistency of scores from 2008-2011 was verified using Cronbach's alpha. Effectiveness of a summer program to strengthen precalculus skills was measured by Hedge's g effect size. Results of content analysis of surveys given to tutors and students in the summer program were presented. ANOVA was used to compare mean GPA's of participants and nonparticipants of the summer program. The meta-synthesis revealed that numerous strategies, some in precalculus and some in calculus, were successful for increasing success in college calculus. For the studies in the meta-analysis, the highest effect sizes were found in studies that used a more comprehensive approach (e.g., collaborative groups and projects) rather than a single strategy (e.g., computer skills practice). An expert panel determined that the exam was a good measure of requisite knowledge for calculus. One question was considered unnecessary for calculus and was not of a type addressed in precalculus and was eliminated from further analysis. Cronbach's alpha was consistently above .8 for each year's scores 2008-2011 and for each subset of scores by gender, ethnicity, and selected majors for 2008-2011. The 122 students who participated in the summer program increased the average score by 6.45 points (total of 33), with 81% of the students raising their scores above the cut score to take Engineering Calculus I. Results of ANOVA to compare mean GPA's for students in the summer program and students who did not participate, both with placement exam scores in the range 16 to 21, inclusive, showed no significant difference. The summer program was successful in allowing some students the opportunity to strengthen their precalculus skills and take Engineering Calculus I a semester earlier than the control group.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Theses (Ed.S.)--Marshall University, 2006. / Title from document title page. Includes abstract. Document formatted into pages: contains 47 p. Bibliography: p. 29-33.

Thesis (M.A.)--Boston University

No description available.

No description available.

The purpose of the study was to identify student summer activities and determine whether a relationship exists between the activities and mathematics testing change scores measured from spring to fall. This current effort built upon research conducted by Heyns (1978), Burkam et al. (2004), Downey et al. (2004), and Alexander et al. (2007). The commonality in findings that existed among all of these efforts was that learning loss occurred in the absence of instruction such as that experienced during the normal school term. A quantitative, correlational study was conducted using a survey method which requested that parents answer questions concerning the nature of activities and daily structure experienced by their children during the summer break. The Group Mathematics Assessment and Diagnostic Evaluation (GMADE) testing platform was used to generate quantitative measurements of mathematics skills for exiting second graders in the spring of 2010 and for these same students as entering third graders in the fall of 2010. A voluntary sample of 57 students from elementary schools in a suburban school district in Southwestern Virginia participated in the testing process. At the conclusion of all testing and at the point at which all surveys were completed, student scoring differentials from spring to fall were compared to the activity and daily structure components reported in the survey for potential correlations between that information and mean gain test results. This study sought potential correlations between types of summer activities and documented change between mathematics spring and fall test scores. Results of data analysis from this research will assist leaders in understanding whether activities bear a relationship to mathematics score changes. Should those relationships be established, the findings would assist leaders in determining which activities should be encouraged or discouraged during the summer break to avoid score declines. The findings indicated that though summer mathematics learning loss did occur for the participants, no correlation between activities and test score change could be established. Implications of these findings and suggestions for the future are presented in the final chapter. / Ed. D.

The purpose of this study was to evaluate the benefit accrued to fifth-grade students who participated in a summer school accelerated instruction program utilizing accelerated instructional practices in a Texas school district. The secondary intent was to determine the program's effect on student regression or retention as measured by Measures of Academic Progress (MAP) scores and State of Texas Assessment of Academic Readiness (STAAR) tests in reading and mathematics. The district provided summer accelerated instruction to fifth-grade students who did not pass reading and/or mathematics portions of STAAR for the May administration. For this study, I focused on the 2018 summer accelerated instruction offered by the district, using a mixed methods design to analyze the effectiveness of accelerated instruction for the students who participated in the summer program. A paired samples t-test was conducted to evaluate if students who failed the May STAAR in either reading or mathematics increased their scores on the June STAAR. Also, a paired samples t-test was conducted to determine if these same students increased their fall MAP test when compared to the spring MAP test. Teachers were interviewed to determine their perceptions of the most beneficial parts of summer school for students who attended. The results showed that attending the 2018 summer accelerated instruction program had a statistically significant effect on STAAR reading and mathematics scores and a statistically significant effects on the MAP reading and mathematics scores. Three themes emerged from the teacher interviews as being benefits of accelerated instruction: administrative support, a growth focus, and social and emotional health.

Thesis (D. Ed.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 98-109). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.A.)--Boston University, 1933. This item was digitized by the Internet Archive.