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Young, Jemimah L.; Young, Jamaal R.; Ford, Donna Y. – Journal of Advanced Academics, 2017
The purpose of this study was to explore the differential effects of access to gifted education on the mathematics and science achievement of fourth-grade Black girls. This study utilized mean difference effect sizes to examine the magnitude of differences between groups. By convention, White girls were included as a comparison group. Girls…
Descriptors: Gifted, African American Children, STEM Education, Early Childhood Education
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Eddy, Colleen M.; Quebec Fuentes, Sarah; Ward, Elizabeth K.; Parker, Yolanda A.; Cooper, Sandi; Jasper, William A.; Mallam, Winifred A.; Sorto, M. Alejandra; Wilkerson, Trena L. – Journal of Advanced Academics, 2015
There exists an increased focus on school mathematics, especially first-year algebra, due to recent efforts for all students to be college and career ready. In addition, there are calls, policies, and legislation advocating for all students to study algebra epitomized by four rationales of the "Algebra for All" movement. In light of this…
Descriptors: Algebra, Mathematics Instruction, Educational Policy, Course Content
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Stoddard, Jeremy D.; Tieso, Carol L.; Robbins, Janice I. – Journal of Advanced Academics, 2015
This article presents findings from a large-scale curriculum development, quasi-experimental study. Participating teachers implemented four U.S. history units in their diverse middle-grade classes; these units were developed to engage underachieving students in challenging history and democratic citizenship curriculum and instruction featuring…
Descriptors: Middle School Students, Curriculum Development, Underachievement, United States History