The relationship between the measured changes in the mathematics scores of eighth grade New Jersey students and the implementation of a standards-based mathematics program

The purpose of this study was to examine the effect of implementing an instructional plan for improving the mathematics scores of eighth grade students enrolled at a South Jersey middle school.;Over the last several years, the school district in which the middle school is located, began experiencing a dichotomy in new home sales as homes in the area rose in both price and number. As this occurred, the rather limited minority population also increased. These circumstances prompted the researcher to review the New Jersey Grade Eight Proficiency (GEPA) assessment scores in mathematics for eighth grade students at the middle school over the last three years in order to assess the effectiveness of current curriculum and instructional practices and also ensure that both kept pace with The No Child Left Behind Act benchmarks.;The review of GEPA scores from 2000 to 2005 showed a continued decline in the number of students failing to meet the proficiency levels established by the state of New Jersey. In order to improve student scores on the Grade Eight Proficiency Assessment, the researcher developed and implemented a strategic plan for the 2003-2004 school year that would impact mathematics instruction at the middle school. The plan included the following: (a) a staff development program in the area of mathematics, (b) weekly teacher instructional activity reports, (c) the use of computer-aided instruction, (d) pretesting for the GEPA, (e) the use of differentiated instruction, (f) the increased use of cooperative learning instruction, (g) the development and implementation of hands-on instructional strategies, (h) the creation of a GEPA enrichment period, (i) the addition of an in-class support teacher for mathematics instruction. These intervention strategies involved students, teachers, and administrators.;This program was intended to improve as well as enhance both the mathematical abilities and problem solving skills of students as assessed by student scores on the Grade Eight Proficiency Assessment (GEPA). The 2003-2004 year long study determined that the new standards-based curriculum provided teachers with instructional practices and methodologies that positively impacted student test scores on the Grade Eight Proficiency Assessment in mathematics.;Results from the 2004 Grade Eight Proficiency Assessment in mathematics indicated a 9.3% increase in the number of students scoring in the partially proficient category, but also indicated a 5.3% increase in the student proficiency rate in the area of problem solving/open-ended questions from the previous year.;The ability to solve authentic, complex, mathematical problems by applying both procedural skills and conceptual processes was the overall objective for students on the Grade Eight Proficiency Assessment. The increased student proficiency in the area of problem solving/open-ended questions led the researcher to conclude that the standards-based mathematics program implemented improved students' ability to think and reason on a more complex level than required by traditional computational mathematics programs. To this extent, the standards-based program implemented began to positively impact student test scores.