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What strategies will be most effective in helping low-achieving students succeed in our high-level class?

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A closer look at the benefits of untracking.

"Courses that offer expanded opportunity is fundamental" (Smith-Maddox & Wheelock, 1995, p.1).

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The truth is that KDS does not have the resources to divide students into separate higher and lower level math classes. So my research may evolve to take on within-class grouping. This article would be a great place to start, because it has an extensive bibliography

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KDS families (most NYC private school families for that matter) fall into the upper class. This article explores the secondary school math coursework that students of varying socioeconomic status engage with. I hadn't considered researching SES before.

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A detailed discussion of what mathematics middle school aged children should be learning, and how they should be learning it. Even though this article was written in 1921, I think that it is still pertinent to middle school math teachers today.

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A study of the relationship between tracking, student effort, and learning.

"Researchers and policymakers need to consider how to create classroom environments that encourage all students to try hard in school" (Carbanaro, 2005, p. 44).

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A detailed look at the difficult transition from middle school to high school, especially for low-achieving students. The author focuses on math course placement and performance in the first year of high school.
"Consistent with previous research, low middle school achievement predicts both lower math course placement and course failure in high school" (Langenkamp, 2010, p. 14).

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The effects of restructuring middle schools on student achievement. Variables include heterogeneous grouping and a "communal" structure.

"Students who attend schools that are less bureaucratically structured demonstrate somewhat higher achievement and more engagement" (Lee & Smith, 1993, p. 182).

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The correlation between parents' level of education and the math groups where students are placed. KDS parents put a lot of pressure on their children to be accepted to top high schools, and they are very focused on math achievement.

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Articles about middle school students andmiddle school math

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A scholarly explanation of the consequences of tracking

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Breakdown of the sociological, instructional, and institutional effects of ability grouping on student learning at the elementary school level

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Articles about detracking

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Report on a 1998 study where 10 high schools around the country aimed to adopt a "detracking" model to increase student achievement

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If we are focusing on complex algebra concepts rather than math basics in my class, will all of my eighth grade students be prepared wit they skills that they need for math in high school?

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A summary of the pros and cons of educational tracking vs. cooperative learning

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Potential Resources:

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Ethical Concerns:

-Can I draw meaningful conclusions while maintaining anonymity? If I choose to follow confidentiality guidelines instead, will my students be comfortable participating?

-Will I allow my assumptions about students to get in the way? This is my third year teaching this same group of students-- how can I separate myself from them enough to be a neutral researcher?

-How can make sure that I am not biased towards individual students who will fulfill my expectations? I need to choose my subjects at random.

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Does the accelerated math program at KDS encourage or discourage lower-achieving students to do their best? Could the curriculum be too difficult for them?

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Research question:

Does "detracking" maximize learning

for students who struggle with math?

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All of my eighth graders are required to take Algebra 1-- in New York State this is actually the ninth grade level math curriculum. I want to know if holding everyone to such a high standard benefits those students who are less prepared/ have weaker math foundations.