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1. High School Dual Enrollment Programs: Are We Fast-Tracking Students Too Fast? An NCPR Working Paper

Author

National Center for Postsecondary Research (ED) and Speroni, Cecilia

Abstract

Dual enrollment (DE), an arrangement by which high school students take college courses, is becoming increasingly popular as a means of improving high school education. However, there is very little rigorous evidence on its impact on student outcomes. A particular concern in evaluating its effects is the selection bias that arises because more able students are more likely to take DE courses. In this study, I employ a quasi-experimental method to gauge the causal effects of DE on student outcomes. I conduct two regression discontinuity analyses that exploit a statutory mandate in the state of Florida requiring high school students to have a minimum academic standing in order to participate in DE. The first analysis evaluates the effects of DE using GPA as the eligibility criterion. The second analysis evaluates the effects of a particularly challenging and popular DE course, college algebra, using an eligibility criterion that is specific to that course. While the standard regression-discontinuity methods are appropriate for the first analysis, the participation criterion for college algebra is used not only for DE students but also for college students. I therefore employ an extension of the regression-discontinuity method that accounts for sequential treatments. Using data on students from two high school cohorts (2000-01 and 2001-02) in selected Florida districts who were tracked through the summer of 2007, I find no evidence that simply taking a DE course improved marginal students' rates of high school graduation, college enrollment, or college degree attainment. However, for students on the margin of participation in algebra, I find that taking such a challenging DE course had large and significant effects on college enrollment and graduation rates. Appended are: (1) Estimated Discontinuity in Dual Enrollment (Any Course) in 12th Grade by Community College; and (2) Estimated Discontinuity in Participation in Dual Enrollment Algebra by College. (Contains 9 tables, 10 figures and 38 footnotes.)

Published
2011

2. Modeling One-on-One Online Tutoring Discourse Using an Accountable Talk Framework

Author

Balyan, Renu, Arner, Tracy, Taylor, Karen, Shin, Jinnie, Banawan, Michelle, Leite, Walter L., and McNamara, Danielle S.

Abstract

The National Council of Teachers of Mathematics (NCTM) has been emphasizing the importance of teachers' pedagogical communication as part of mathematical teaching and learning for decades. Specifically, NCTM has provided guidance on how teachers can foster mathematical communication that positively impacts student learning. A teacher may have different academic goals towards what needs to be achieved in a classroom, which require a variety of discourse-based tools that allow students to engage fully in mathematical thinking and reasoning. Accountable or academically productive talk is one such approach for classroom discourse that may ensure that the discussions are coherent, purposeful and productive. This paper discusses the use of a transformer model for classifying classroom talk moves based on the accountable talk framework. We investigate the extent to which the classroom Accountable Talk framework can be successfully applied to one-on-one online mathematics tutoring environments. We further propose a framework adapted from Accountable Talk, but more specifically aligned to one-on-one online tutoring. The model performance for the proposed framework is evaluated and compared with a small sample of expert coding. The results obtained from the proposed framework for one-on-one tutoring are promising and improve classification performance of the talk moves for our dataset. [For the full proceedings, see ED623995.]

Published
2022

3. Heterogeneity of Treatment Effects of a Video Recommendation System for Algebra

Author

Leite, Walter L., Kuang, Huan, Shen, Zuchao, Chakraborty, Nilanjana, Michailidis, George, D'Mello, Sidney, and Xing, Wanli

Abstract

Previous research has shown that providing video recommendations to students in virtual learning environments implemented at scale positively affects student achievement. However, it is also critical to evaluate whether the treatment effects are heterogeneous, and whether they depend on contextual variables such as disadvantaged student status and characteristics of the school settings. The current study extends the evaluation of a novel video recommendation system by performing an exploratory search for sources of heterogeneity of treatment effects. This study's design is a multi-site randomized controlled trial with an assignment at the student level across three large and diverse school districts in the southeast United States. The study occurred in Spring 2021, when some students were in regular classrooms and others in online classrooms. The results of the current study replicate positive effects found in a previous field experiment that occurred in Spring 2020, at the onset of the COVID-19 pandemic. Then, causal forests were used to investigate the heterogeneity of treatment effects. This study contributes to the literature on content sequencing systems and recommendation systems by showing how these systems can disproportionally benefit the groups of students who had higher levels of previous algebra ability, followed more recommendations, learned remotely, were Hispanic, and received free or reduced-price lunch, which has implications for the fairness of implementation of educational technology solutions.

Published
2022

4. Investigating the Usage Patterns of Algebra Nation Tutoring Platform

Author

Niaki, Sahba A., George, Clint P., Michailidis, George, and Beal, Carole R.

Abstract

We study the usage of a self-guided online tutoring platform called Algebra Nation, which is widely by middle school and high school students who take the End-of-Course Algebra I exam at the end of the school year. This article aims to study how the platform contributes to increasing students' exam scores by examining users' logs over a three year period. The platform under consideration was used by more than 36,000 students in the first year, to nearly 67,000 by the third year, thus enabling us to examine how usage patterns evolved and influenced students' performance at scale. We first identify which Algebra Nation usage factors in conjunction with math overall preparation and socioeconomic factors contribute to the students' exam performance. Subsequently, we investigate the effect of increased teacher familiarity level with the Algebra Nation on students' scores across different grades through mediation analysis. The results show that the indirect effect of teacher's familiarity with the platform through increasing student's usage dosage is more significant in higher grades. [This paper was published in: "The 9th International Learning Analytics & Knowledge Conference (LAK19)" (Tempe, AZ, March 4-8, 2019). New York, NY: Association for Computing Machinery (ACM). (978-1-4503-6256-6).]

Published
2019
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5. The Effects of a Personalized Recommendation System on Students' High-Stakes Achievement Scores: A Field Experiment

Author

Chakraborty, Nilanjana, Roy, Samrat, Leite, Walter L., Faradonbeh, Mohamad Kazem Shirani, and Michailidis, George

Abstract

This study examines data from a field experiment investigating the effects of a personalized recommendation algorithm that proposes to students which videos to watch next, after they complete mini-assessments for algebra that available on the Math Nation intelligent virtual learning environment (IVLE). The end users of Math Nation are students enrolled in an Algebra 1 course in middle and high schools of the state of Florida, and the IVLE is used both during and out of school time. The objective of the developed recommendation algorithm is to increase student preparation to take the state-mandated End-of-Course (EoC) Algebra 1 assessment at the end of the school year. The algorithm is based on a Markov Decision Process framework that uses as input the students' responses to a series of mini-assessment tests. The current study randomly assigned 16,406 students to either treatment or control conditions, which were blind to both students and teachers. The results indicate that the effects of the recommendation algorithm depend on the level of usage of students, showing significant improvements on EoC test scores of students who have a moderate level of usage. However, there was no effect for low usage students. The study also shows that students practicing with the mini-assessments available on Math Nation, helps them improve by a small margin their performance on the End-of-Course test, irrespective of the usage level. Finally, the study provides insights on challenges posed for implementing personalized recommendation algorithms at a large scale, related both to student self-regulation and teacher orchestration of technology use in the classroom. [For the full proceedings, see ED615472.]

Published
2021

6. Shortening the Math Sequence through a Corequisite College Algebra Course with Embedded Personalized Learning

Author

Roneet Merkin

Abstract

This paper reports on a novel corequisite design and implementation for College Algebra at Florida International University. The corequisite course uses online, just-in-time, prerequisite assignments delivered on an open-educational platform. Students get help from near-peer learning assistants inside a math emporium environment. The course remains three credits after the redesign and now supports all students who would otherwise be taking Intermediate Algebra as a prerequisite course.

Published
2024
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7. Personalized Online Learning, Test Fairness, and Educational Measurement: Considering Differential Content Exposure Prior to a High Stakes End of Course Exam

Author

Katz, Daniel, Huggins-Manley, Anne Corinne, and Leite, Walter

Abstract

According to the Standards for Educational and Psychological Testing (2014), one aspect of test fairness concerns examinees having comparable opportunities to learn prior to taking tests. Meanwhile, many researchers are developing platforms enhanced by artificial intelligence (AI) that can personalize curriculum to individual student needs. This leads to a larger overarching question: When personalized learning leads to students having differential exposure to curriculum throughout the K-12 school year, how might this affect test fairness with respect to summative, end-of-year high-stakes tests? As a first step, we traced the differences in content exposure associated with personalized learning and more traditional learning paths. To better understand the implications of differences in content coverage, we conducted a simulation study to evaluate the degree to which curriculum exposure varied across students in a particular AI-enhanced learning platform for Algebra instruction with high-school students. Results indicate that AI-enhanced personalized learning may pose threats to test fairness as opportunity-to-learn on K-12 summative high-stakes tests. We discuss the implications given different perspectives of the role of testing in education. [This paper was published in "Applied Measurement in Education" v35 n1 p1-16 2022 (EJ1345451).]

Published
2022
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8. Promising Practices in Professional Growth & Support: 'Case Study of Agile Mind'

Author

Education Resource Strategies

Abstract

Four organizations with promising practices in teacher Professional Growth & Support have significantly raised outcomes for low-income students. The charter management networks, Achievement First and Aspire Public Schools, and the two reform organizations, Teach Plus and Agile Mind, have successfully increased student achievement with a sustained focus on teaching effectiveness and capacity. As these organizations respond to the challenges of Common Core standards, invest heavily in teaching capacity through teacher leadership and collaborative planning time, and capitalize on assessment and evaluation data and technology, they exemplify best practices in Professional Growth & Support. They also reinforce what Education Resource Strategies (ERS) terms the Eight Principles of a Strategic Professional Growth & Support System which are presented here. The eight principles summarize ERS research and work with partner school systems and are the foundation for ERS' white paper, "A New Vision for Teacher Professional Growth & Support: Six Steps to a More Powerful School System Strategy" and related tools. This "Case Study of Agile Mind" is one of a series of four case studies. Each one describes the mission and background of the organization, strategic approaches to Professional Growth & Support, performance results, program costs, lessons learned, and next steps. "Agile Mind" is an example of a potentially cost effective way to bring high levels of expertise to bear in implementing Common Core Standards. Agile Mind's instructional guidance systems in math and science are designed to jump start the reform process and quickly grow teaching capacity, provide support, and improve achievement where school systems are most in need. [Other case studies in this series include: (1) Promising Practices in Professional Growth & Support: "Case Study of Aspire Public Schools" ED545133; (2) Promising Practices in Professional Growth & Support: "Case Study of Achievement First" ED545132; and (3) Promising Practices in Professional Growth & Support: "Case Study of Teach Plus" ED545134.]

Published
2013

9. High School Dual Enrollment Programs: Are We Fast-Tracking Students Too Fast? NCPR Brief

Author

National Center for Postsecondary Research (ED) and Speroni, Cecilia

Abstract

The current study constitutes the first attempt to use a quasi-experimental method--the regression discontinuity (RD) design--to gauge the causal effect of dual enrollment (DE) on students' academic outcomes. Since dual enrollment can encompass a wide range of experiences, two separate analyses were performed. The first evaluates the impact of enrolling in any academic DE course using GPA as the eligibility criterion. Henceforth, this analysis is referred to as the effect of DE-basic. The second evaluates the impact of a particularly challenging and popular DE course, college algebra, which requires that students have a minimum score on a college placement test (CPT) in addition to meeting the GPA requirement. This analysis is referred to as the effect of DE-algebra. Outcomes of interest included high school graduation, two- or four-year college enrollment, and associate or bachelor's degree attainment. Overall, based on data from the 2000-01 and 2001-02 high school graduating cohorts in selected Florida counties, there is little indication that simply taking dual enrollment increased the likelihood of high school graduation, college enrollment, or college completion for students on the margin of eligibility. However, this analysis encompasses a wide range of dual enrollment course experiences. Focusing the analysis on dual enrollment algebra reveals that participating students were significantly more likely than similar nonparticipating students to enroll in college and obtain a degree. From a policy perspective, the current study provides credible evidence that dual enrollment programs can play a significant role in improving students' college access and success. It also highlights that factors such as the subject area, quality, or level of difficulty of the dual enrollment experience should be taken into account when expanding these programs with the objective of addressing the needs of high school students as they transition to postsecondary education. Districts and colleges should consider tracking outcomes for dual enrollment students and using the data they obtain to guide them as they adjust program structure for maximum impact. [For "High School Dual Enrollment Programs: Are We Fast-Tracking Students Too Fast? An NCPR Working Paper," see ED527527.]

Published
2012

10. Experimental Methods and Results in a Study of PBS TeacherLine Math Courses

Author

Hezel Associates, Dominguez, Paula Szulc, Nicholls, Craig, and Storandt, Barbara

Abstract

The Public Broadcasting Service (PBS) sought to build on the strengths of high quality professional development through an online venture funded under the U.S. Department of Education's Ready To Teach (RTT) program. PBS TeacherLine was designed to provide high-quality, facilitated online professional development for K-12 teachers nationwide. Through PBS TeacherLine, more than 20,000 educators have participated in 90 online, facilitated courses in reading, mathematics, science, instructional strategies, instructional technology, and curriculum mapping. To what extent has PBS TeacherLine been successful in creating an online model of teacher professional development that gets to the heart of education needs--impacting teacher beliefs, classroom instruction, and student learning? This paper presents the results from one component of the comprehensive external evaluation of PBS TeacherLine: an experimental study that unfolded in the fifth and final year of the RTT grant. The external evaluation was conducted by the Hezel Alliance, a partnership composed of Hezel Associates, an independent consulting firm, the Education Alliance at Brown University, and Syrtis. (Contains 6 tables, 3 figures and 4 footnotes.)

Published
2006

11. Providing Professional Support to Teachers Who Are Implementing a Middle School Mathematics Digital Unit

Author

Roy, George J., Vanover, Charles, Fueyo, Vivian, and Vahey, Phillip

Abstract

Middle school teachers' use of digital curricula incorporating dynamic technology has been found to support student learning of complex algebraic concepts. This article reports on pilot research involving collaboration among faculty from a public university's college of education, educational researchers from a nonprofit research organization, and school district leadership from a large, urban school district. The purpose of this paper is to document a series of inquiry-based professional development sessions provided to middle school teachers on the implementation of a digitally based mathematics replacement unit emphasizing algebraic concepts. The professional development experiences allowed the participating teachers to implement the digital unit successfully using a variety of instructional approaches. (Contains 8 figures and 1 table.)

Published
2012

12. The relationship between Algebra Nation usage and high‐stakes test performance for struggling students.

Author

Leite, Walter L., Cetin‐Berber, Dee D., Huggins‐Manley, Anne C., Collier, Zachary K., and Beal, Carole R.

Subjects
ACADEMIC achievement, ACHIEVEMENT tests, CHI-squared test, COMPUTER assisted instruction, EDUCATIONAL technology, EDUCATIONAL tests & measurements, PSYCHOLOGY of high school students, MATHEMATICAL models, MATHEMATICS, PSYCHOLOGY of middle school students, PATH analysis (Statistics), RACE, RESEARCH funding, SCHOOL environment, AUTODIDACTICISM, RATING of students, VIDEO recording, INFORMATION resources, LOGISTIC regression analysis, THEORY, COMPUTER assisted testing (Education), EDUCATIONAL outcomes, DESCRIPTIVE statistics
Abstract

Although the use of technology in the K12 classroom has been shown to have a positive impact, research on the use of open education resources (OER) is relatively limited, especially research focusing on low‐achieving students. The present study examines the relationship between usage of Algebra Nation, a self‐guided system that provided instructional videos and practice problems, and the performance of students who had failed the state‐administered Algebra I end‐of‐course (EOC) assessment the previous year. Indicators of usage of Algebra Nation consisted of logins, video views, and practice questions answered. Path analyses and logistic regressions were used to evaluate relationships between usage indicators and algebra scores, controlling for number of absences, free/reduced lunch eligibility, Hispanic/Latino origin, race, and gender. The results indicate that higher levels of logins, video views, and practice questions answered were related to higher scores when the students re‐took the assessment. Logins and practice questions were also related to increases in odds of passing the Algebra I EOC assessment, but not video views. The results suggest that there may be benefits to technology use in the form of an OER adopted by students and teachers on an informal basis and link self‐regulated learning strategies to student achievement. Lay Description: What is already known about this topic: Algebra courses typically have a high failure rate.Repeating algebra is costly for the education system and for the student.Open education resources could potentially be an effective and cost‐efficient approach to algebra instruction. What this paper adds: This study shows that logins, video views, and practice questions answered in an open education resource were positively related to scores on a state‐administered,high‐stakes algebra assessment.The study indicates that the relationship between a self‐regulated learning strategy (i.e., practice questions answered) and student algebra scores is stronger than that between video views and algebra scores.This study shows that student‐driven ad hoc use of online tutoring programme is associated with higher passing rates on the algebra exam. Implications for practice and/or policy: This study demonstrates that informal use of an open education resource with videos and a practice question system can be effective in increasing student scores on algebra assessments.Future research is needed to connect diverse types of student self‐regulated use of open education resources to academic achievement and on how to design resources that encourage effective self‐regulation. [ABSTRACT FROM AUTHOR]

Published
2019
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13. The Effect of a Calculator Training Workshop for High School Teachers on their Students' Performance on Florida State-Wide Assessments.

Author

Laumakis, Paul and Herman, Marlena

Subjects
EDUCATION, TEACHING, HIGH school teachers, OCCUPATIONAL training, MATHEMATICAL analysis, GRAPHIC calculators, COMBINATORICS, ALGEBRA
Abstract

This paper details the motivation, background, and analysis for studying the effect that an Increasing Achievement on Algebra Assessment (IAAA) workshop for a group of Florida high school teachers had on student performance in statewide testing. The main focus of the workshop was to provide participating teachers with both instruction and activities related to problem-solving techniques using the TI-83 Plus handheld graphing calculator that the teachers could then use in an effort to better prepare their students for state-wide testing. Overall, students (n = 328) who were taught by IAAA-trained teachers between consecutive annual statewide assessments had a greater gain in test scores than students (n = 202) who were taught by non-trained teachers. In particular, the data indicates a significant increase in scores for students taught by IAAA-trained teachers in a general mathematics course, as compared to no significant increase in scores for students taking that same course taught by non-trained teachers. [ABSTRACT FROM AUTHOR]

Published
2008

14. Teacher Learning through the Students Transitioning Toward Algebra Project.

Author

Fernandez, Maria L. and Hurdal, Monica

Subjects
MATHEMATICS education, MATHEMATICS teachers, ALGEBRA, STUDENTS
Abstract

The article focuses on the Students Transitioning Toward Algebra project, a partnership between the Florida State University Mathematics Department and Middle and Secondary Education Department in collaboration with the North East Florida Educational Consortium. The goals of the project include the enhancement of middle grades teachers' ability to prepare students for success in mathematics and the development of a learning community for teachers. it will provide insight into how teachers develop their knowledge.

Published
2005