The impact of Math Support on achievement in Georgia Performance Standards math courses
Clark, Dylan Sinn
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This study evaluates the impact of enrollment in Math I or II Support class on students’ achievement in Math I or II courses. The Georgia Department of Education recently introduced new math courses as part of its implementation of the Georgia Performance Standards. Math Support classes were introduced as an academic intervention strategy in which students take the course in addition to and in tandem with their regular math course. The possibility of offering Support-style courses for high school science courses is also explored. The results of this study indicate that Support enrollment does not have a positive effect on achievement. Among Math I students, Support enrollment showed a negative impact on math achievement, and among Math II students, Support enrollment showed no impact on achievement.