Remedial mathematics intervention to improve African-American ninth grade achievement

Education Administration

African-American student score below the scores of the District score in math achievement in the 9th grade due to disparities in the instruction and preparation received in middle school for high school math.

Grade 9

COMMUNITY SCHOOL TEST LANGUAGE GROUP

GRADE GENDER

East LC

ADAMS MATH English AF.AM.

A male & female

Year Number meeting standard for school Number meeting standard for District

These numbers are much lower than for the number meeting standard for the entire school during the same period in the 9th Grade at Adams School.

Grade 9

COMMUNITY SCHOOL TEST LANGUAGE GROUP

GRADE GENDER

East LC

ADAMS MATH English All Students 9 male & female

Year Number meeting standard for school Number meeting standard for District

2003 47.0% 40.0%

2004 42.0% 42.0%

2005 33.0% 35.0%

IV. ANALYSIS

It is clear that African-American students score considerably lower in mathematics achievement than do their peers in the 9th grade however, as the high school years progress the scoring of African-American students in mathematics rises notably.

V. PROPOSAL for POLICY CHANGE

The proposal for policy change is characterized by a specific proposal for a more comprehensive assessment of student learning in mathematics at the elementary and junior high levels in order to identify the students who are falling behind in mathematics learning in order to target those students with remedial mathematics learning prior to their entry into high school.

VI. POSSIBLE BARRIERS

Identified as possible barriers to implementation of assessment and assignment to remedial mathematics for African-American students to assist them in preparation for high school mathematics are the barriers presenting due to:

Lack of resources;

Funding difficulties;

Teacher availability;

Classroom availability;

Attendance rates of students.

V. STEPS to IMPLEMENTATION

The above-stated proposal must be introduced to the district superintendent as well as administrators at schools throughout the school district. Support for the remedial mathematics program must be garnered among other teachers in schools throughout the school district. Toward this end, a copy of the proposal will be forwarded to all teachers of mathematics in the school district as well as to the school administrators, principals and the superintendent for the school district. Furthermore, local meetings will be held with representatives of the African-American communities in the school district to garner the general support for the remedial mathematics program to benefit African-American students in greater achievement in mathematics at the high school level.

RESOURCES

Texas School District: Dallas ISD School: James Madison High School District website:

www.dallasisd.org

Campus Data Packet:

https://portal.dallasisd.org/mydata/docs/CILT2009/DP32.pdf

School Report Card

http://www.dallasisd.org/inside_disd/depts/evalacct/NCLB%20Report%20Card/AEIS/57905032.pdf

SEI-School Effectiveness Index https://portal.dallasisd.org/mydata/docs/SEI/SEI20072008/E_SEI_GRAPHER_LC.pdf

Historical TAKS data:

https://portal.dallasisd.org/mydata/TAKSGRAPH/TAKSBarGraph.jsp

Community: East / School: 32 Madison

Campus Data Table:

http://www.tea.state.tx.us/cgi/sas/broker

AEIS Report:

http://www.tea.state.tx.us/cgi/sas/broker

Statistics and Test Scores: (http://en.wikipedia.org/wiki/James_Madison_High_School_(Dallas,_Texas)