| There is a national epidemic in the United States in the number of students entering and completing advanced mathematics and science fields. Algebra 1 is the gateway to the study of advanced mathematics and science topics, so schools around the nation are trying to create different avenues that allow for all students to be successful in Algebra 1 courses. Many schools track students and develop a lower track of Algebra 1. These courses frequently have a large percentage of minority students, less rigor, and double the time. The purpose of this study is to see if detracking Algebra 1 courses and developing restructured supports will allow for at-risk students to compete with college-ready students. The restructured supports of the program included skill interventions, prior knowledge activation and mindset interventions.;The findings from this study were collected through summative assessment analysis, benchmark assessment analysis and pre and post-test surveys on student mindset. The data indicated that at-risk students closed the gap on never-before-seen learning targets on ninth grade content. At-risk students also should larger growth on benchmark assessments from 8th grade to 9th grade testing sessions. Finally, the mindset of students stayed constant even though they were placed in a rigorous Algebra 1 course. |
