Catching Up: Effect of theTalent Development Ninth-Grade Instructional Interventions in Reading and Mathematics in High-Poverty High Schools

Abstract

Little is known about the feasibility and rapidity with which the academic learning of students who enter high school multiple years behind grade level can be accelerated. This study uses multiple regression analyses of standardized test and survey data from high-poverty high schools in two large urban districts to evaluate initial effects of the Talent Development High Schools (TDHS) ninthgrade instructional program in reading and mathematics. Pre-, post-, and match-control comparisons show that students in TDHS significantly outperformed students in the control schools in mathematics and reading. Supplemental surveys show a higher percentage of students in TDHS reported learning new skills, strategies, and concepts, and TDHS teachers indicated they were able to use a more varied set of activities during extended periods, use cooperative learning strategies, engage students in group projects, and have students present multiple solutions or methods and relate their academic work to real-world experiences and examples.

Algebra

“…Nevertheless, these findings have been used to suggest that all students should have the opportunity to enroll in algebra (Balfanz et al, 2004;Everson & Dunham, 1996). Studies summarized in Part 2 demonstrate that, under "selection" conditions, taking algebra does indeed predict taking more advanced mathematics courses in high school and earning higher mathematics achievement scores.…”

“…The concern over inequitable selection processes has been part of the impetus for state and district policies mandating algebra for all eighth or ninth graders (Balfanz, Legters, & Jordan, 2004;Everson & Dunham, 1996). This is likely the result of higher enrollments within schools, but also more schools are offering algebra in eighth grade.…”

“…To examine the impact of the catch-up mathematics and Algebra I courses TDHS students took in ninth grade, Balfanz et al (2004) examined students' mathematics achievement in two districts and found that ninth grade students in TDHSs significantly outperformed students in control schools in each district when controlling for students' prior achievement, ninth grade attendance, age, and gender. To examine the impact of the catch-up mathematics and Algebra I courses TDHS students took in ninth grade, Balfanz et al (2004) examined students' mathematics achievement in two districts and found that ninth grade students in TDHSs significantly outperformed students in control schools in each district when controlling for students' prior achievement, ninth grade attendance, age, and gender.…”

Adolescent girls’ construction of moral discourses and appropriation of primary identity in a mathematics classroom

“…Therefore, it is not surprising that several mathematics education researchers confirmed that providing a cooperative learning environment in which teachers engage students in group projects and connect their academic work to everyday life experiences/examples is crucial to successful mathematic learning experiences of minority and/or working class students (Boaler, 2006;Balfanz, Legters, & Jordan, 2004). Mrs. Oliver's traditional math classroom failed to foster such connection among different groups of students as well as between her and those coming from other than white middle class families.…”

Double Jeopardy: The Compounding Effects of Class and Race in School Mathematics

“…While acknowledging the compounding impact of class and race, researchers found that some mathematics teaching strategies reflecting black, working-class students' cultural and learning dispositions were more effective. They reported that providing a cooperative learning environment in which teachers engage students in group projects and connect their academic work to everyday life experiences/examples is crucial to successful mathematic learning experiences of low SES minority students (Balfanz, Legters, & Jordan, 2004;Boaler, 2006).…”