The effect of a two-year algebra I course of study on student achievement in algebra I

The 1995 Third Trends in International Mathematics and Science Survey (TIMSS) report revealed that United States' fourth graders scored above the international average in mathematics. United States' eighth graders scored in the bottom one-third for mathematics achievement while high school students ranked even lower. As of the Fifth Tends in International Mathematics and Science Survey of 2011, some improvement has occurred; however, 11 countries still had a higher average than students in the United States while the average score of 12 other countries were not significantly different. Such results indicate that the current format in regard to the delivery and pacing for algebra I may need to be revised. Exposing students to algebra I earlier and offering the course for two years in eighth and ninth grade instead of one year in ninth grade is an option that may assist in promoting academic success in algebra I. This study examined the benefits to be gained from a two-year algebra I course of study as it relates to student achievement in algebra I.;The setting for this study was an urban school district in south central Pennsylvania with a diverse and economically disadvantaged student population. Ten different measures were used to determine the impact of the two-year course of study on student achievement. For the two-year academic cohort, statistical significance was evident in 5 of 10 measures. One measure of significance was the Algebra I Keystone Exam Scaled Score. Significance was also evident on the 4Sight Exam Mean Scaled Score and the change in Mean Scaled Score from the fall to the spring. Finally, significance was also evident on the 4Sight Mean Percentage Score and the change in Mean Percentage Score from the fall to the spring. For non-academic students enrolled in the two-year cohort, statistical significance was evident in 3 of the 10 measures and included the Algebra I Keystone measures of Performance Level and Mean Scaled Score as well as an improved Mean Algebra Grade.;A survey was administered to assess teacher perceptions of the impact the two-year course had on their instructional delivery. Teachers agreed or strongly agreed 55 to 82 percent of the time on 3 statements that the course did have a positive impact on their instructional delivery. In regard to the course's impact on student academic success, 81 percent of the teachers agreed with this statement. Middle school teachers agreed or strongly agreed 100 percent of the time that their students were better prepared for Algebra I Part B in ninth grade while high school teachers agreed or strongly agreed 100 percent of the time that their students were better prepared for algebra II in tenth grade. For the final measure, 91 percent of the teachers agreed or strongly agreed to support the continuation of the two-year course of study.