Twenty-sixth International Conference on Learning

Abstract

End of grade math scores for poor and minority middle grades students in the state in which our higher education institution is located are appalling low – less than 25% math proficiency. One of the questions with which we grapple is, as an educational organization, what is our role regarding these significant societal issues just beyond our doors? We do not believe these realities for many middle grade students in our communities are too much to take on, or too difficult to address. As such, beginning this summer 2018, we plan a systematic approach to addressing and alleviating the math weaknesses of approximately fifty middle grade students enrolled in our afterschool project. Rising eight grade students will have one year of intervention, rising seventh grade students will have two years of intervention, while rising sixth grade students will have three years of intervention. This will be a three-year longitudinal intervention with yearly reports on pre and post-test end of grade results for our participants. The first report regarding eight grade students’ progress will be completed in May 2018, the second report regarding 7th grade students’ will be completed in May 2019 and the third regarding 6th grade students’ progress will be completed in May 2020. The study will closely examine three specific issues during the intervention – 1) students’ willingness to practice independently, 2) students’ perception of their ability to understand math, and 3) the role of parents as in-home facilitators of the intervention.