Date of Award

Summer 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

College

College of Education

Department

Department of Education

Primary Advisor

Dr. Berhane T. Ghaim

Second Advisor

Dr. Jeff M. Clawson

Third Advisor

Dr. Sarah J. Yates

Abstract

In recent years, enrollment in Algebra I in eighth grade has increased as middle schools have administratively placed more students in the class as an opportunity to earn high school credit before entering high school. However, many students are not ready to take Algebra I in eighth grade and are unsuccessful. Framed by Piaget’s (1936) theory of cognitive development and Vygotsky’s (1978) theory of the zone of proximal development, the purpose of this study was to determine which academic factors best predict Algebra I readiness and Algebra I success for eighth-grade students taking Algebra I in one Southwest Florida school district. Archival data, including demographics, grade point averages (GPAs), math course grades, math course enrollment, and standardized test scores, were obtained for all students who were in eighth grade during the 2021-2022 school year and took Algebra I. The data were analyzed using a chi-square test for independence and binary logistic regression. The results of the study demonstrated that Algebra I readiness and Algebra I success are related for students taking Algebra I in eighth grade. In addition, several academic factors could predict whether eighth-grade students would be ready for Algebra I and successful in Algebra I, including GPA, math course grades, and standardized test scores. Administrators and school counselors can use this study’s results to make appropriate decisions about when students should take Algebra I.

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