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Glasner - Final Dissertation (1).pdf (1.26 MB)

ETD Abstract Container

Abstract Header

The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes

Glasner, David P.
http://rave.ohiolink.edu/etdc/view?acc_num=csu1542042727886887

Abstract Details

2018, Doctor of Philosophy in Urban Education, Cleveland State University, College of Education and Human Services.
The purpose of this study was to explore whether and how tracking structures in mathematics courses at the middle school level relate to differences in achievement between white and black students. This study used propensity score matching to compare the achievement outcomes of students enrolled in advanced mathematics classes, with students of comparable ability and background enrolled in grade-level math classes. The study sample was comprised of 1,510 students. Results from the study show that enrollment in an advanced-math course was associated with statistically significant improvement in math achievement for average-ability students. In addition, study results show that increases in student achievement associated with average-ability black student enrollment in advanced-level math courses surpass the increases in math achievement outcomes associated with average-ability white student enrollment in advanced-level math courses. These findings have important equity implications because average-ability black students opt to enroll, or are disproportionately placed, in grade-level math as compared to average-ability white students. The findings suggest that increased enrollment of average-ability black and white students in advanced-level math would lead to a reduction in the racial math achievement gap and to improved math achievement outcomes for both black and white students.
Frederick Hampton, Dr. (Committee Chair)
Adam Voight, Dr. (Committee Member)
Mark Freeman, Dr. (Committee Member)
Jeffrey Snyder, Dr. (Committee Member)
Glenda Toneff-Cotner, Dr. (Committee Member)
Education; Education Policy; Mathematics Education; Middle School Education; Secondary Education
Mathematics; Tracking; student achievement; mathematics education; achievement gap

Recommended Citations

Citations

  • Glasner, D. P. (2018). The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes [Doctoral dissertation, Cleveland State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=csu1542042727886887

    APA Style (7th edition)

  • Glasner, David. The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes. 2018. Cleveland State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=csu1542042727886887.

    MLA Style (8th edition)

  • Glasner, David. "The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes." Doctoral dissertation, Cleveland State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1542042727886887

    Chicago Manual of Style (17th edition)

csu1542042727886887
1,352
© 2018, all rights reserved.
This open access ETD is published by Cleveland State University and OhioLINK.