The Effects of Participation in an Accelerated Academic Math Course on the Academic Performance of Middle School Student

Acceleration refers to placing students in advanced courses to meet their individual learning ability. The problem of focus in this study was that the increased placement of students in advanced courses was often associated with negative impacts, including a lack of readiness, as well as emotional and social immaturity. As such, the purpose of this quantitative causal comparative study was to determine whether significant differences existed in the reading and math achievement of students in accelerated math classes, as compared to those who were not in accelerated math classes. Existing data were gathered from a selected school focusing on student performances in reading and math for two groups of fifth through eighth graders; students enrolled in advanced mathematics courses were compared to those who were in age-appropriate mathematics courses. The overall effect of accelerated math programs did not affect performance in standard level reading classes. Standard level reading scores were only affected by acceleration in math over time when independent variables, such as different student groups, grade levels, times, and demographics, were factored in. When testing math scores, after acceleration students were found to function optimally on accelerated math program level and scored satisfactory on the accelerated level. Significant statistical differences were recorded when independent variables, such as different student groups, grade levels, times, demographics, and more specifically ethnic background, were factored into the measurement process.