An examination of effective algebra intervention strategies in selected high schools within Metropolitan Nashville Public Schools

This study examined the effectiveness of algebra intervention strategies on the achievement of students on the Gateway Algebra Exam. The study was conducted in selected high schools in Metropolitan Nashville Public Schools, using a quasi-experimental causal comparative design. The result of the achievements of students on the Gateway Algebra Exam of the spring of 2008 was the dependent variable while algebra intervention strategies were independent variable. Teacher qualifications, class-size, professional development, students socioeconomic status and length of intervention were intervening variables. The null hypotheses were analyzed using ANOVA statistical technique to determine whether they would be accepted or rejected. The study examined and tested 10 hypotheses for significance at the .05 level. Descriptive data were also obtained and integrated in the results of the study. The analysis of data revealed that there was a statistically significant effect on student ethnicity and intervention methods. A statistically significant difference also existed between the number of minutes per period and the achievement of students on the Gateway Algebra Exam. A post hoc analysis (Tukey) on effect of student ethnicity revealed a statistically significant difference in the achievement of Asian American and African American students on the Gateway Algebra Subtest. A statistically significant difference among African American students, Asian European and Hispanic American students existed on the Gateway Algebra Exam. The interview study had a number of open ended questions which were summarized by themes and integrated into the results of the study