Document Type
Article
Publication Date
Fall 2024
Abstract
The purpose of this research study was to investigate why the achievement gap exists in order to find ways to best serve the students who fall into it. Students from low socioeconomic backgrounds are showing disparities in academic achievement in areas of grades, standardized testing scores, and dropout rates. The researcher conducted a quantitative study to determine the effectiveness of a supplemental intervention on student’s mathematical understanding. The research was conducted within a fifth grade classroom at Midland Elementary. Data was collected from a pre-test and the i-Ready diagnostic screener to determine what skills the participants needed improve in. The data analysis revealed that the participants could use extra instruction in the area of place value to better understand addition and subtraction within 1,000. After the intervention was complete, a post-test was given and the results showed overall improvement. The research findings from this study prove that a structured intervention based on students’ needs is one way teachers can help close the socioeconomic achievement gap.