MEASURES

About the Study
Research Questions
Design & Samples
Measures
Study Timeline

The study will examine the educational progress for students who take different math courses in eighth grade. These progress outcomes include achievement at the end of eighth grade and course-taking patterns and achievement in the first two years of high school. Data collection for the study will run through Fall 2010.  We will use the following measures, for all of the eighth grade students attending schools participating in the study, at the specified points in time:

1. At the end of eighth grade (Spring 2009), we will gather scores on the state mathematics assessment. In addition to overall composite scores, we will work with math assessment experts in Maine and Vermont to identify and extract the strand of items that test algebraic concepts, if possible.
   
   
2. At the end of eighth grade (Spring 2009), we will administer a mathematics assessment to students in the study. The purpose of administering an assessment at the end of eighth grade in addition to using the state test scores is that we have been advised that state assessments may not include enough algebra items to serve as the only outcome measure to address our research questions.
   
   
3. At the end of eighth grade (Spring 2009), we will gather final grades in eighth grade mathematics courses taken by all students in the study.
   
   
4. At the end of ninth grade (Spring 2010), we will gather transcript data for the students in the study to record course credits and grades earned during ninth grade. We will review and code each transcript to capture the type and rigor of mathematics (and science) courses completed and the grade earned.
   
   
5. At the beginning of 10th grade (Fall 2010), we will gather enrollment information for students in the study to record whether students are enrolled in math and science courses and which courses they are taking. This information will be coded to capture the type and rigor of mathematics (and science) courses in which each student is enrolled.
   
   
6. In Fall 2010, we will also collect students' scores. Students in Maine are required to take the PSAT in fall of 10th grade. Students in Vermont who attended participating schools as 8th graders in 2008-2009 will be offered the PSAT (at no cost) as part of their participation in the fall of their 10th grade year. These scores will serve as another very policy-relevant outcome measure of the impact of attending a school with an online Algebra course in eighth grade, over time.

Although student math achievement is our primary outcome measure, we believe it is important to gather background and attitude data to provide additional context for our findings. To do this, we will administer a brief survey (about 20 mins) to all eighth-grade students in "Virtual Algebra-'08" schools and "Business-as-Usual-'08" schools at the same time that we administer the posttest assessment, in the spring of 2009. The survey includes questions regarding comfort with using technology and a measure of attitudes toward mathematics (including engagement), along with a course evaluation.

We will also administer a brief, Web-based teacher survey to all of the eighth-grade math teachers in participating schools. The primary purpose of the teacher survey, administered in Spring 2009, is to gather data from teachers on their background characteristics (years of experience, certification status), the amount and type of professional development in mathematics in which they participate, the amount of algebra they teach to eighth graders, and the instructional methods they use to deliver algebra content.