ALGEBRA FOR ALL: THE HIDDEN COST
ALGEBRA FOR ALL: THE HIDDEN COST
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全民代数：隐藏成本
DOI：
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发表时间：
2018
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影响因子：
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通讯作者：
Tracy Carolan
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作者：
Tracy Carolan
2012年国际学生评估项目的结果表明，根据能力水平对学生进行分组的学校系统往往比那些不按能力分组的学校系统表现更差。美国一些人寻求增加机会均等的一种方法是强制学生在八年级或九年级学习大学预科数学，即代数1。本文就是基于对其中一项课程改革的研究。它使用多元线性回归模型来比较两个毕业班队列——一个来自计划实施前，一个来自计划实施后的考试成绩、课程完成情况、成绩和辍学率。在特定的男性群体中有积极的收获，而在大多数女性群体中则有消极的结果，其中白人女性的损失最大，特别是那些有资格接受特殊教育服务的女性。
PISA 2012 results indicate that school systems that group students based on ability levels tend to have lower performance than those that do not divide students by ability. One way some in the United States have sought to increase equity of opportunity is to mandate enrollment of students in college-preparatory mathematics, i.e., Algebra 1 in eighth or ninth grade. This paper is based on a study conducted on one such curricular change. It uses a multiple linear regression model to compare two graduating class cohorts—one from before the initiative and one after—on test scores, courses completed, grades, and drop-out rates. There were positive gains for select groups of males and negative results for most females with the highest losses found for White females, especially those qualifying for special education services.