Variables that correlate with success in first year algebra

Abstract

First-year algebra is a course that has a high failure rate and because of this it has been a source of concern for educators, parents, and students. The regular algebra course and the decelerated algebra course have been the focus of attention regarding the placement of high school students.

The purpose of this research study was to examine several available predictors in concert with early indicators of algebra performance to see if ensuing achievement in algebra could be predicted accurately. Four different criteria measuring layered achievement in algebra were used. Nine predictor variables were examined in various combinations. The predictors were: Algebra Prognosis Test, Study Habits, Previous Course, Previous ii Course Grade, SRA Math Concepts, SRA Math Computation, SRA Reading, SRA Composite, and First Nine Weeks' Algebra Grade.

The study found that adequate and promising predictions can be made using combinations of the predictor variables. From these predictors, discriminant function equations were derived and placement into algebra from the use of these discriminant function equations was recommended.