Date of Award

2013

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

Abstract

This study examined the following research question: Is there a significant difference in math performance between the total sample of below grade level 6th, 7th, and 8th grade students engaged in double dosing and the sample of below grade level 6th, 7th, and 8th grade students not engaged in double dosing? Double dosing means pulling struggling students from elective classes during the school day in favor of an extra remediation class generally in the areas of reading, writing and math. The practice of double dosing is more prevalent within the elementary schools; however, as a result of the high stakes brought about through No Child Left Behind (NCLB), the practice is gaining popularity at the secondary level. The literature supports instructional time being positively correlated with student achievement; however, the literature is limited and dated regarding double dosing and remediation as sources for this increase in time. An independent samples t-test was utilized to compare existing data in the form of grades and standardized test scores between a total sample (N=109) of below benchmark middle school students who were and were not double dosed. Statistically significant results were found between the dependent variable of standardized test scores and the independent variables: math lab (M=60.48) and no math lab (M=51.93), t=-1.848, p=. 004. Likewise, statistically significant results were found between the dependent variable of grades and independent variables: math lab (M=3.77) and no math lab (M=3.27), t=2.449, p=. 0001. The findings provide evidence that there is a significant difference in middle school math achievement between students who are and who are not double dosed. This study may be used to inform K-12 school districts, policy makers, school reform, as well as future research.

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