Improving African American Achievement In Geometry Honors

This case study evaluated the significance of implementing an enrichment mathematics course during the summer to rising African American ninth graders entitled, “Geometry Honors Preview”. In the past, 60 to 70 percent of African American students in this school district had withdrawn from Geometry Honors by the second academic quarter. This study seeks to understand the impact of pre-teaching core geometry concepts essential to success in Geometry Honors prior to the students’ enrollment into the Geometry Honors course. This mixed methods case study involved the researcher as a participant observer. Qualitative data in the form of questionnaires administered to teacher assistants, students, and their parents comprised a significant part of the data collection. Additional qualitative data collection included field notes, teacher’s comments from report cards, and informal interviews of the instructor of the Geometry Honors Preview course. Quantitative data gathered from the four quarterly report cards completed the data collection process. The study concluded that all of the students who enrolled in the Geometry Honors Preview course successfully completed Geometry Honors during the school year. Students felt more confident about enrolling into Geometry Honors after taking the preview course. Finally, African American students who enrolled in the Geometry Honors Preview course outperformed a group of African American students who enrolled into Geometry Honors, but did not attend the summer course. Using current research into the topic of closing the achievement gap, the study suggested that these findings would help improve the practice of teachers and implement policy that will provide all students with an equal opportunity to learn in an environment of high-stakes testing. 2 Adrian B. Mims 06/24/2010 TABLE OF CONTENTS CHAPTER ONE: OVERVIEW OF THE STUDY.4 Introduction.4 Response to the Problem.10 The Study of the Project.14 Rationale Behind the Study.16 Significance of the Study.17 Limitations of the Study.18 Definition of Terms.20 Overview of the Study.21 CHAPTER TWO: REVIEW OF THE RELEVANT LITERATURE.22 Introduction.22 History of the Achievement Gap.22 Academic Tracking.29 Course Selection. 36 Stereotype Threat.37 Teacher Instruction.41 Culturally Relevant Pedagogy and Curriculum.43 Cooperative Learning.50 Student and Teacher Attitude/Behavior.57 Teacher Quality.63 CHAPTER THREE: DESIGN OF THE STUDY.70 Introduction.70 Research Design.70 Research Questions.71 Research Methodology.72 Sample.74 Data Collection Procedures.75 Method of Data Analyses.78 Data Reporting Format.79 Chapter Summary.80 CHAPTER FOUR: ANALYSIS OF DATA AND FINDINGS . 80 Introduction.80 The Research Project.81 The Course.86 The Student Participants.88 Quantitative Data.89 State Test.101 3 Adrian B. Mims 06/24/2010 Qualitative Data.107 Classroom Observations and Teacher Conferences.111 Ninth Grade Teacher Comments.127 Themes.128 Research Questions.130 Conclusion.132 CHAPTER FIVE: SUMMARY, DISCUSSION, AND IMPLICATIONS.134 Introduction.134 Summary of the Findings.135 Discussion of the Findings. 136 Limitations of the Study.141 Implications for Practice and Policy.143 Implications for Further Research.151 Leadership Lessons.152 Conclusion.156 REFERENCES.158 4 Adrian B. Mims 06/24/2010 Chapter 1 Overview of the Study