Date of Award
Doctor of Education (EdD)
Education Systems Improvement Science
Dr. Brandi Hinnant-Crawford
This was a Mixed Methods study that evaluated the implementation of a Math Pathways Program at Crestview High School. The study leveraged Improvement Science and a long-range PDSA cycle with the aim of improving outcomes for Pupils in Poverty in Dual Credit math courses. This study sought to answer three research questions. The first two research questions were answered with quantitative data and the final research question was answered with qualitative data. The research questions that guided this study were (1) What effects did the Math Pathways Program have on the enrollment of Pupils in Poverty in Dual Credit math? (2) How did the academic achievement of Pupils in Poverty in Dual Credit math compare to their non-economically marginalized peers? (3) Why did some students struggle in Dual Credit math while others succeeded? The findings for the first research question indicated that the Math Pathways Program was effective in improving access for Pupils in Poverty in Dual Credit math courses. The findings for the second research question showed that Pupils in Poverty performed at the same academic level as their non-economically marginalized peers in Dual Credit College Algebra. The findings for the final research question revealed that successful students in Dual Credit math understood the expectations of Dual Credit math courses, maintained motivation and a strong work ethic, and showed independence and the ability to self-advocate. These findings suggest that the Math Pathways Program at Crestview High School improved outcomes for Pupils in Poverty in Dual Credit math. Additional recommendations were made to improve the second iteration of the Math Pathways Program. Recommendations were also generalized for other schools, school districts, states, and policy-makers.
Kameen, Edward, "The Effects of Math Pathways on Pupils in Poverty" (2023). All Dissertations. 3496.