The Effects of a Seventh Grade Mathematics Remediation Course on Student Achievement

Since the installment of the No Child Left Behind Act, schools have sought strategies to help students meet these academic requirements. Many middle schools have turned to math remediation classes as a way to improve students\u27 achievement scores. The purpose of this quantitative causal-comparative study was to explore the relationship of the mathematics remediation class as an intervention strategy to help low performing seventh grade students\u27 achievement on the Georgia Criterion-Referenced Competency Test. The sample consisted of N= 775 (391 male, 384 female) seventh grade students enrolled in one rural middle school. The result of the statistical test, ANCOVA, revealed a significant difference between the non-remediation students and remediation students on post-test mathematics achievement while adjusting for the pre-test scores, therefore the hypothesis was rejected. In addition, this study examined the gender and socio-economical differences within the math remediation students. Gender was found not to be statically significant, while socio-economical differences were found to be statically significant