Publication Date

5-2018

Date of Final Oral Examination (Defense)

3-9-2018

Type of Culminating Activity

Thesis

Degree Title

Master of Science in Mathematics Education

Department

Mathematics

Supervisory Committee Chair

Joe Champion, Ph.D.

Supervisory Committee Member

Laurie Cavey, Ph.D.

Supervisory Committee Member

Margaret T. Kinzel, Ph.D.

Abstract

Mathematics coursework a student completes in high school often directly affects their subsequent post-secondary education and career opportunities. In recent years, in a push to prepare a larger number of students for post-secondary education and career opportunities in Idaho, state initiatives have focused on addressing mathematics preparation in the middle grade years to increase the number of students completing an advanced mathematics pathway in high school, including the Advanced Opportunities Initiative to support financial costs of advanced coursework. Starting 2011, each year of the initiative has seen annual increases in students participating in dual credit and Advanced Placement (AP) coursework. This study addresses the academic outcomes of school, district, and state efforts aimed at increasing mathematics achievement in Idaho by analyzing transcript and state assessment data for annual cohorts of students who completed Algebra I or higher in Grade 8. Outcome measures include Grade 10 state achievement test scores, continuation of advanced mathematics course pathways, and completion of dual credit and/or AP courses. Findings suggest inconsistent mathematics achievement for advanced students as they complete high school mathematics courses.

DOI

10.18122/td/1386/boisestate

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