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Evaluation of a Math Ramp-Up Program-1

Evaluation of a Math Ramp-Up Program-1

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Published by: adam1852 on Apr 24, 2011
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07/10/2013

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Running head: EVALUATION OF A MATHEMATICS RAMP-UP PROGRAM 1Evaluation of a Mathematics Ramp-Up Programfor Economically Disadvantaged StudentsAdam WilliamsJennifer WorrilowRyan RickardGeorgia Southern UniversityFRIT 8435
 
EVALUATION OF A MATHEMATICS RAMP-UP PROGRAM 2
Table of ContentsExecutive Summary ................................................................................................3Introduction to the Report .......................................................................................4 Focus of the Evaluation ..........................................................................................4Evaluative Questions ..............................................................................................7 Brief Overview of Evaluation Plan and Procedures ................................................8 Presentation of Evaluation Results ......................................................................... 9 Conclusions and Recommendations ...................................................................... 13References ............................................................................................................ 17 Appendices ........................................................................................................... 18 
 
EVALUATION OF A MATHEMATICS RAMP-UP PROGRAM 3
Executive Summary
 
Evaluation of a Mathematics Ramp-Up Program for Economically Disadvantaged Students
The nature of high stakes testing and consequences of failing to meet federal academic progress requirements collectively have kindergarten through twelfth grade (K-12) institutionscontinuously seeking remediation procedures that can improve student achievement. Ten yearsafter the implementation of the No Child Left Behind Act of 2001 (NCLB), the legislationremains a controversial piece of educational legislation. Through this legislation,
adequate yearly progress
(AYP) was constructed as a method of evaluating schools based on the percentage of students who attained a proficient level on state-mandated tests. In response tothe legislation, school personnel strive to meet AYP requirements. However, the educationalmeans, access, and proficiencies that institutions implement to meet these standards vary. Manyinner city and rural institutions already lack the resources, qualified teachers, and technologicalelements to accomplish accountability requirements appropriately. The result is a cycle of institutions punished for failing to meet AYP year after year.Cass High School, a rural institution in northwest Georgia, consists of a population inwhich over half of the students come from low-socioeconomic subgroup (SES). In 2010, Cassmet AYP requirements for the eleventh grade students who completed the Georgia High SchoolGraduation Test (GHSGT) but failed to have the needed success rates for the economicallydisadvantaged (ED) population (Georgia Department of Education, 2010b). With sanctionsinevitable if the school fails to meet AYP for a second year in the same ED subgroup, school personnel implemented an intervention created for this critical population. Upon completion, the

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