Assigning Average-Achieving Eighth Graders to Advanced Mathematics Classes in an Urban Junior High

Abstract

This article reports a study in which 34 average-achieving eighth graders were placed into prealgebra classes (rather than the usual general mathematics classes) in an urban junior high school that was implementing effective teaching and effective schools research. These eighth graders received higher-level mathematics content, active teaching aimed at assuring involvement and understanding, and higher expectations for grade attainment than peers in general mathematics classes. Results indicated that the average achievers in the prealgebra classes out-performed their cohorts (average-achieving eighth graders from previous years) on the concepts subtest of the Comprehensive Assessment Program Achievement Series Test while maintaining equal performance in problem solving and computation. Average achievers in prealgebra classes also enrolled in substantially more advanced mathematics classes during high school and achieved significantly higher grades in these courses than did cohorts in general mathematics classes. No significant detriment to the performance of high-achieving students in the prealgebra classes was found.