From Audit to Action: Using Design-Based Implementation Research to Examine Black and Hispanic Student Enrollment in Middle School Algebra

Dissertation

Public Deposited

Abstract

In many cases, taking Algebra in middle school is seen as a pathway for advanced coursework in high school and beyond. Historically, access to algebra in middle school has been racially disproportionate. This research looked at the impact of barriers to access for Black and Hispanic middle-school students in a large suburban school district. Using the framework of design-based implementation research, this quantitative study looked at how removing enrollment barriers such as admissions testing and adding additional supports impacted enrollment of Black and Hispanic children. The initial data was gathered through an outside researcher in the form of an equity audit. Over the next two years, the district built on the findings in an iterative process and then measured the results. Data was collected on enrollment, and secondary document analysis was used for context. There was also a pre- and post- survey that was given to gauge teachers' perspectives on race and achievement prior to the equity audit and after the research period. The results, though not statistically significant, indicated that removing the testing barrier and adding supports did impact enrollment; however, the findings are not generalizable due to the small sample. More work needs to be done to look at factors that may inhibit enrollment of Black and Hispanic students in algebra classes, and to look at mechanisms that can be used to increase enrollment.

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