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dc.contributor.authorClark, Dylan Sinn
dc.date.accessioned2014-03-04T18:58:45Z
dc.date.available2014-03-04T18:58:45Z
dc.date.issued2010-12
dc.identifier.otherclark_dylan_s_201012_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/clark_dylan_s_201012_ma
dc.identifier.urihttp://hdl.handle.net/10724/26872
dc.description.abstractThis 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.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectmath achievement
dc.subjectMath I
dc.subjectMath II
dc.subjectSupport
dc.subjectintervention
dc.subjectGeorgia Performance Standards
dc.titleThe impact of Math Support on achievement in Georgia Performance Standards math courses
dc.typeThesis
dc.description.degreeMA
dc.description.departmentMathematics and Science Education
dc.description.majorScience Education
dc.description.advisorDavid Jackson
dc.description.committeeDavid Jackson
dc.description.committeeJ. Steve Oliver
dc.description.committeeJulie Kittleson


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