McKissick, Steven Kyle (2016-05). Implementation and Effectiveness of SuccessMaker Mathematics for Middle School Students with Disabilities. Doctoral Dissertation.
Thesis
Students with disabilities often display patterns of mathematics achievement significantly below grade level, and interventions are needed to address this gap. SuccessMaker Mathematics is an instructional learning system with a lengthy research base, though recent versions of the program and its effectiveness for students with disabilities have received little attention. Quantitative analyses using multivariate analysis of variance and multilevel modeling were employed. Qualitative investigation followed an instrumental case study approach. Usage at or below vendor recommended levels was not found to impact the mathematics achievement gap for middle school students with disabilities. Longitudinal usage of the program over two years was not found to impact the mathematics achievement gap. Usage at levels greater than vendor recommendations was found to positively impact the mathematics achievement gap for middle school students with disabilities. Interviews conducted with teachers and campus administrators responsible for program implementation identified generally positive perceptions of the program as well as a variety of obstacles to implementation. Recommendations for improving program implementation are provided.
Students with disabilities often display patterns of mathematics achievement significantly below grade level, and interventions are needed to address this gap. SuccessMaker Mathematics is an instructional learning system with a lengthy research base, though recent versions of the program and its effectiveness for students with disabilities have received little attention. Quantitative analyses using multivariate analysis of variance and multilevel modeling were employed. Qualitative investigation followed an instrumental case study approach.
Usage at or below vendor recommended levels was not found to impact the mathematics achievement gap for middle school students with disabilities. Longitudinal usage of the program over two years was not found to impact the mathematics achievement gap. Usage at levels greater than vendor recommendations was found to positively impact the mathematics achievement gap for middle school students with disabilities. Interviews conducted with teachers and campus administrators responsible for program implementation identified generally positive perceptions of the program as well as a variety of obstacles to implementation. Recommendations for improving program implementation are provided.
