Date: December 1996
Creator: Hunt, Beverly Thornhill
Description: This research grew from concerns relative to the mathematical performance of Spanish-speaking limited English proficient (LEP) public school students. This investigation studied the effects of the sheltered mathematics class on eighth-grade Spanish-speaking LEP students with regard to mathematical achievement, attitudes toward mathematics, the dropout rate, and the number of math credits earned in high school. The enrollment of a sheltered mathematics class was limited to LEP students. The purpose was to compare Spanish-speaking LEP students enrolled in sheltered mathematics classes with Spanish-speaking LEP students enrolled in regular mathematics classes. The research hypotheses were that achievement, mathematical attitudes, the dropout rate, and high school math credits earned would favor enrollment in sheltered mathematics classes. The data for achievement, dropout information, and mathematics course work completed were drawn from student records in the school district data bank. A mathematics attitude survey was given to a sample from the 1995-96 eighth-grade advanced level Spanish-speaking LEP students. The research hypotheses were not accepted. All of the populations did show an academic deficit. However, they did have more positive attitudes than negative attitudes toward mathematics. To improve achievement, staying in school, and a higher rate of inclusion in mathematics related careers the following recommendations were ...
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