This qualitative multi-site case study explores the self-identified traits of four Philadelphia schools that demonstrate growth in grade four proficiency on the Math Pennsylvania System of State Assessment (PSSA). Obtained proficiency/advanced scores on the PSSA show a drop from third to fourth grade cohorts during 2017, 2018, and 2019. In…

This study examines the effects of self-efficacy, students' effort and access to educational resources, and teachers' development on the achievement of elementary school students in mathematics. Using the 2013 National Assessment of Educational Progress (NAEP) restricted data set, this study determined if and how these three aspects individually…

The purpose of this explanatory sequential mixed-methods study was to assess the impact of the STEM integration program on third through fifth grade students' achievement scores in mathematics and science in an urban northeastern Georgia school district. In Phase 1, a quantitative research design was used to examine and compare student achievement…

The purpose of this study was to discover the relationship between individual student reading levels to mathematics levels utilizing the State of Texas Assessments of Academic Readiness, STAAR, scores for third- and fourth-grade students before and after the COVID-19 pandemic school closures. The study had four research questions examining third-…

Following the COVID-19 pandemic, students returned to the classroom facing heightened challenges. Students lacked motivation, struggled with increased mental health issues, and required social emotional learning. As teachers worked extensively to close deep academic deficits, they dealt with barriers such as increased behaviors that caused…

This quantitative, nonexperimental study used Bronfenbrenner's process-person-context-time (PPCT) model to determine if mathematics scores of underprivileged, minority third- and fourth-grade students attending an inner-city school in a Central Oklahoma school district differed between their traditional 2018-2019 school year and post-lockdown…

Student diversity in public education facilities and socioeconomic situations has led to students in elementary schools entering kindergarten less prepared than in previous generations. This has resulted in educators searching for new strategies to motivate students and increase academic achievement. The problem addressed in this study is that…

Today's math students must be able to problem-solve, reason, and communicate in math. That said, teachers on the elementary level must change their beliefs on how mathematics should be taught. Marzano (2003) stated that the classroom teacher is the single-most important factor in student learning. The second important factor in student learning is…

Project-Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world, personally meaningful projects that allow conceptual transformation to occur within the educational process while fostering intellectual curiosity in a supportive learning environment. PBL supports students developing deep content…

This quantitative study sought to identify the impact of a mathematics curriculum that does not incorporate homework on mathematics achievement. Based on recent standardized testing data, educational practices must be examined to improve mathematics results. This study focused on one district setting that at the start of the 2023 school year…

The purpose of this quantitative pre-experimental research was to examine if, or to what extent, post-test scores were higher than pre-test scores in math and reading among elementary students in the Pacific Northwestern United States after participation in a mindfulness-based intervention (MBI). The Collaborative for Academic, Social, and…

This study was designed to examine whether there is a significant difference in the English Language Arts and mathematics achievement of third, fourth, and fifth-grade students enrolled in Priority Schools in South Carolina. In an effort to provide a quality education by way of improving state standardized assessments results, nation-wide many…

The problem is that Connecticut school principals face time allocation challenges impacting their ability to ensure student growth in reading and mathematics. With the knowledge of which actions have the greatest impact on student growth, principals can make strategic use of time to increase student achievement. The gap in the literature is that…

Underachievement in education and the exploration of its factors have been in constant interest in educational research for years. According to McFarland et al., 2017) previously conducted research has found a relationship between family risk factors and negative educational outcomes which include low academic achievement, student retention, and…

As student achievement remains a critical discussion among federal policymakers, states, and local school districts, one response involves providing additional classroom support staff. To address deficits in mathematics education, the National Mathematics Advisory Panel (2008) urged the use of mathematics specialists (MS) to support teachers and…