메뉴 건너뛰기




Volumn 18, Issue 1, 2006, Pages 34-59

Closing the Achievement Gap in Math: The Long-Term Effects of Eighth-Grade Algebra

Author keywords

[No Author keywords available]

Indexed keywords


EID: 80655146360     PISSN: 1932202X     EISSN: 21629536     Source Type: Journal    
DOI: 10.4219/jaa-2006-344     Document Type: Article
Times cited : (41)

References (20)
  • 2
    • 0035568077 scopus 로고    scopus 로고
    • Who takes what math and in which track? Using TIMSS to characterize U.S. students' eighth-grade mathematics learning opportunities
    • Cogan L., Schmidt H., Wiley D., (2001). Who takes what math and in which track? Using TIMSS to characterize U.S. students' eighth-grade mathematics learning opportunities. Educational Evaluation and Policy Analysis, 23, 323–341
    • (2001) Educational Evaluation and Policy Analysis , vol.23 , pp. 323-341
    • Cogan, L.1    Schmidt, H.2    Wiley, D.3
  • 4
    • 0040886440 scopus 로고    scopus 로고
    • Someone just like me”: When academic engagement trumps race, class, and gender
    • Gabelko N., Sosniak L., (2002). “Someone just like me”: When academic engagement trumps race, class, and gender. Phi Delta Kappan, 83, 400–408
    • (2002) Phi Delta Kappan , vol.83 , pp. 400-408
    • Gabelko, N.1    Sosniak, L.2
  • 5
    • 33847061779 scopus 로고    scopus 로고
    • Public policy in gifted education
    • Reis S., (ed), Thousand Oaks, CA, Corwin Press, (Series Ed
    • Gallagher J. J., (2004). Public policy in gifted education. In Reis S., (Series Ed.), Essential readings in gifted education, vol. 12. Thousand Oaks, CA: Corwin Press
    • (2004) Essential readings in gifted education, vol. 12
    • Gallagher, J.J.1
  • 6
    • 0034359547 scopus 로고    scopus 로고
    • Algebra for everyone? Benefits of college-preparatory mathematics for students of diverse abilities in early secondary school
    • Gamoran A., Hannigan E. C., (2000). Algebra for everyone? Benefits of college-preparatory mathematics for students of diverse abilities in early secondary school. Educational Evaluation and Policy Analysis, 22, 241–254
    • (2000) Educational Evaluation and Policy Analysis , vol.22 , pp. 241-254
    • Gamoran, A.1    Hannigan, E.C.2
  • 8
    • 33748655696 scopus 로고    scopus 로고
    • August, Paper presented at the Annual Meeting of the American Sociological Association, Washington, DC
    • Hallinan M., (2000, August). Ability group effects on high school learning outcomes. Paper presented at the Annual Meeting of the American Sociological Association, Washington, DC
    • (2000) Ability group effects on high school learning outcomes
    • Hallinan, M.1
  • 9
    • 0039013984 scopus 로고    scopus 로고
    • A longitudinal assessment of antecedent course work in mathematics and subsequent mathematical attainment
    • September/October
    • Ma X., (2000, September/October). A longitudinal assessment of antecedent course work in mathematics and subsequent mathematical attainment. Journal of Educational Research, 94, 16–29
    • (2000) Journal of Educational Research , vol.94 , pp. 16-29
    • Ma, X.1
  • 10
    • 0003569792 scopus 로고
    • Washington, DC, Author, (NCES No. 065-000-0076-1
    • National Center for Education Statistics. (1994). Effective schools in mathematics (NCES No. 065-000-0076-1). Washington, DC: Author
    • (1994) Effective schools in mathematics
  • 11
    • 0347271323 scopus 로고    scopus 로고
    • Washington, DC, Office of Educational Research and Improvement, (NCES No. 2001-027
    • National Center for Education Statistics. (1999). Third International Mathematics and Science Study (NCES No. 2001-027). Washington, DC: Office of Educational Research and Improvement
    • (1999) Third International Mathematics and Science Study
  • 12
    • 85056740041 scopus 로고    scopus 로고
    • Washington, DC, United States Department of Education, Office of Educational Research and Improvement
    • National Center for Educational Statistics. (2001). NAEP 2000 mathematics assessment. Washington, DC: United States Department of Education, Office of Educational Research and Improvement
    • (2001) NAEP 2000 mathematics assessment
  • 13
    • 0003425267 scopus 로고
    • Reston, VA, National Council of Teachers of Mathematics
    • National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics
    • (1989) Curriculum and evaluation standards for school mathematics
  • 14
    • 0003865799 scopus 로고    scopus 로고
    • Reston, VA, National Council of Teachers of Mathematics
    • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics
    • (2000) Principles and standards for school mathematics
  • 15
    • 0344685234 scopus 로고    scopus 로고
    • Raising the bar and equity? Effects of state high school graduation requirements and accountability policies on students' mathematics course taking
    • Schiller K. S., Muller C., (2003). Raising the bar and equity? Effects of state high school graduation requirements and accountability policies on students' mathematics course taking. Educational Evaluation and Policy Analysis, 25, 299–315
    • (2003) Educational Evaluation and Policy Analysis , vol.25 , pp. 299-315
    • Schiller, K.S.1    Muller, C.2
  • 16
    • 15944367622 scopus 로고    scopus 로고
    • Too little, too late: American high schools in an international context
    • Ravitch D., (ed), Baltimore, Brookings Institute Press, (Ed.), (., –
    • Schmidt W., (2003). Too little, too late: American high schools in an international context. In Ravitch D., (Ed.), Brookings papers on education policy (pp. 253–278). Baltimore: Brookings Institute Press
    • (2003) Brookings papers on education policy , pp. 253-278
    • Schmidt, W.1
  • 17
    • 0030550557 scopus 로고    scopus 로고
    • Does an extra year make any difference? The impact of early access to algebra on long-term gains in mathematics achievement
    • Smith J., (1996). Does an extra year make any difference? The impact of early access to algebra on long-term gains in mathematics achievement. Educational Evaluation and Policy Analysis, 18, 141–153
    • (1996) Educational Evaluation and Policy Analysis , vol.18 , pp. 141-153
    • Smith, J.1
  • 18
    • 0031499511 scopus 로고    scopus 로고
    • Tracking in mathematics and science: Courses and course selection procedures
    • April
    • Spade J., Columba L., Vanfossen B., (1997, April). Tracking in mathematics and science: Courses and course selection procedures. Sociology of Education, 70, 108–127
    • (1997) Sociology of Education , vol.70 , pp. 108-127
    • Spade, J.1    Columba, L.2    Vanfossen, B.3
  • 19
    • 84855938541 scopus 로고    scopus 로고
    • Closing the achievement gap in math: Considering eighth-grade algebra for all students
    • Spielhagen F., (2006). Closing the achievement gap in math: Considering eighth-grade algebra for all students. American Secondary Education, 34(3), 29–42
    • (2006) American Secondary Education , vol.34 , Issue.3 , pp. 29-42
    • Spielhagen, F.1
  • 20
    • 84918832104 scopus 로고    scopus 로고
    • Curriculum policy development for secondary gifted programs: A prescription for reform coherence
    • VanTassel-Baska J., (2000). Curriculum policy development for secondary gifted programs: A prescription for reform coherence. NASSP Bulletin, 84(615), 14–29
    • (2000) NASSP Bulletin , vol.84 , Issue.615 , pp. 14-29
    • VanTassel-Baska, J.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.