Dissertation

Hyper-Acceleration in Middle School Math: Is It Worth the Hype?

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Abstract
  • The evolution of U.S. secondary school mathematics requirements throughout the 20th century included a significant shift towards more rigorous standards by the end of the century. Initially, many states required minimal or no mathematics for high school graduation. However, reforms led most states to adopt a 3-year mathematics requirement, with some states maintaining lower thresholds and others adopting competency-based assessments instead of specific coursework. The 1983 report, A Nation at Risk, highlighted a crisis in American education, pointing to inadequate preparation for college and work among high school graduates. The report emphasized the need for more rigorous and relevant educational standards, including a call for 3 years of high school mathematics that incorporates algebra, geometry, and applied mathematics. Subsequent federal and state initiatives, including the controversial Algebra for All Movement and Common Core State Standards, aimed to raise academic performance and ensure equitable access to quality education. Despite these efforts, persistent challenges in mathematics achievement remain. The purpose of the study was to determine the degree to which acceleration and hyper- acceleration in middle school mathematics through Algebra 1 in Grades 7 or 8 impact academic performance on standardized assessments, persistence through advanced high school mathematics, and interest in pursuing further study in STEM postsecondary by examining both accelerated Algebra 1 students and hyper-accelerated Algebra 1 students in Grade 8 and Grade 7, respectively. Students’ standardized test scores, Advanced Placement enrollment, Grade 12 math course enrollment with respect to staying on track through high school and pursuit of the most advanced math course available, and intention of a majoring in a STEM-related program were examined. The findings indicated that there was no convincing evidence for a difference between accelerated and hyper-accelerated students remaining on their mathematics pathways throughout high school. Similarly, no significant difference was found between the groups with respect to pursuing the most advanced mathematics coursework available to them. Evidence was found to support that hyper-accelerated students enrolled in more AP math courses and higher standardized test scores, namely the SAT and NJGPA, than accelerated students. Lastly, hyper- accelerated students were more likely to pursue a STEM-related major in college compared to accelerated students.
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  • 01/28/2025
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