Publisher
University of Tennessee at Chattanooga
Place of Publication
Chattanooga (Tenn.)
Abstract
High school math performance has the potential to have a positive impact on later educational success. This project seeks to determine the role of math services and intervention programs including online and in-person tutoring, workshops, coaching, physical tools, and other class services on students’ performance in the North Carolina’s High School Math 1 course. Data being used was gathered from rural North Carolina middle and high schools by the college access program GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs). The effects of these services will be measured by End of Grade (EOG) test and course grades in the Math 1 course. This project will help develop a deeper understanding of how these types of intervention services impact students' performance in current and future math courses.
Date
October 2019
Subject
Industrial and organizational psychology
Document Type
posters
Language
English
Rights
http://rightsstatements.org/vocab/InC/1.0/
License
http://creativecommons.org/licenses/by/4.0/
Included in
Understanding Assistive Programs: Evaluating the Impact of Various Math Services on Student Performance
High school math performance has the potential to have a positive impact on later educational success. This project seeks to determine the role of math services and intervention programs including online and in-person tutoring, workshops, coaching, physical tools, and other class services on students’ performance in the North Carolina’s High School Math 1 course. Data being used was gathered from rural North Carolina middle and high schools by the college access program GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs). The effects of these services will be measured by End of Grade (EOG) test and course grades in the Math 1 course. This project will help develop a deeper understanding of how these types of intervention services impact students' performance in current and future math courses.
Department
University of Tennessee at Chattanooga. Dept. of Psychology