Brown, GayeDwarte, MarquisBrennan, SarahScrivnor, Melissa2019-07-112019-07-112019-07-11http://hdl.handle.net/11603/14378The purpose of this study was to determine whether targeted, small group instruction would have an impact on mathematics achievement for Algebra I students. An assessment using released Partnership for Assessment of Readiness for College and Careers (known as the PARCC test) items was used as the measurement tool. The study took place in a high school in southeastern Baltimore County. There were three groups of five students pulled out of three different Algebra I classes. Data was collected for this study using a pretest/posttest design. A pretest was given in December 2018. The intervention took place for three months, occurring once a week for 30 minutes during Algebra I class times. At the end of the intervention, a posttest was administered to the participants. There was no significant growth from the pretest scores to the posttest scores.26 pagesen-USThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Public Domain Mark 1.0Math AchievementSmall Group instructionEducation -- Research papers (Graduate).Text