Equity in Education as it Relates to Mathematics Instruction

Abstract

The purpose of this study was to determine if students enrolled in Ramp Up to Algebra Intervention would achieve higher assessment scores than students who did not receive the intervention course. Past research regarding this topic was conducted on different teaching styles and their effectiveness on eliciting comprehension of mathematics taught along with racial equity and barriers teachers must overcome. The measurement tool for this study was the Benchmark/MCAP state assessment that students are required to take as a graduation requirement. The study found that the difference between students who did receive the intervention vs. students who did not receive the intervention was not large enough to be significant. Research in this area can continue because the sample size was small, the data was skewed due to Covid-19 pandemic which resulted in the lack of testing to occur during the school year in which the study was conducted. Continued research will provide more detail into the effectiveness of the intervention course’s curriculum when class is taught in the traditional format.