Examining the effects of scheduled course time on mathematics achievement in high school students.
Description:
This study was designed to determine the effects of two different schedule types on mathematics achievement in public high school students. The instruments used included the Texas Assessment of Knowledge and Skills, given annually to all students in grades 3 through 11, the Texas Algebra I end-of-course examination, given as a district option to Algebra I students, and student final course grades as determined by classroom teachers. The study compared students' performance in these three areas …
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Date:
May 2007
Creator:
Mallory, Kelli D.
Partner:
UNT Libraries