Widespread access to technology facilitates the sharing of effective classroom practices across disciplines. The implementation of successful practices is essential; particularly in this era of educational accountability, most notably the adequately yearly progress (AYP) goals of the federal No Child Left Behind (NCLB) legislation. In addition to bottom-up classroom practices, teachers and other educational stakeholders are entitled to information about top-down policies to enhance teaching and learning. This study examines the correlation between policies in four areas and outcomes on one specific component of AYP in Pennsylvania public secondary schools. The policies considered herein are scheduling (traditional or block), grouping (homogeneous or heterogeneous), grading (weighted or not), and secondary math curriculum (U.S. Department of Education cited standards-based or traditional). This study quantifies the correlation between school district polices in these areas and results on the 11th grade mathematics portion of the 2006 Pennsylvania System of School Assessment (PSSA). Standard and Poor's recognizes school districts in Pennsylvania and across the country whose students have achieved NCLB testing outcomes that exceed expectations. In 2005, 55 Pennsylvania districts were cited by Standard and Poor's as being "outperforming school districts." The 60 secondary schools in these districts served as the population for this study. The study quantifies the correlation between the specific combinations of the four policies utilized by the 40 participating high schools and PSSA results. Evidence is discovered that, of the four policies, only block scheduling correlated with higher PSSA 11th grade math outcomes. / Mathematics and Science Education
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/3647 |
| Date | January 2008 |
| Creators | Harley, William M. |
| Contributors | DuCette, Joseph P., Schifter, Catherine, Davis, James Earl, 1960-, Fitt, David, Walker, Thomas J. |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 116 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/3629, Theses and Dissertations |
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