Year of Award

2024

Document Type

Thesis

Degree Type

Master of Arts (MA)

Degree Name

Education

Department or School/College

University of Montana

Committee Chair

Dr. Jeb Puryear

Commitee Members

Dr. Jingjing Sun, Dr. Georgia Cobbs, Richard Darnell

Keywords

Orleans-Hanna Algebra Prognosis Test, Algebra 1 Success, Predictive Validity, Mathematical Ability Grouping

Subject Categories

Gifted Education | Science and Mathematics Education | Secondary Education

Abstract

This study investigates the viability of the Orleans-Hanna Algebra Prognosis Test (Hanna and Orleans, 1982) as a modern predictor of algebra readiness among eighth grade students. At over 40 years old, the Orleans-Hanna Algebra Prognosis Test (1982) is still commonly utilized by schools as the main source of mathematical ability grouping. The guiding question for this research is whether the test is outdated and should be retired, or is it still a valid predictor of algebra readiness.

Utilizing a longitudinal study spanning three years, the research examines the performance of math students placed in an advanced class versus students who remained in the regular eighth grade math class. The research focuses on student test scores and final Algebra 1 grades. Data from 48 students, including their seventh grade Orleans-Hanna Test Scores and final Algebra 1 grades, were analyzed using the test’s Expectancy Table to evaluate its effectiveness. Findings from this study show that while the Orleans-Hanna Algebra Prognosis Test (1982) can still be used to determine middle school math ability groups, it should be used as a piece of supplemental data and not the only indicator. The study underscores the importance of accurate placement and continuous assessment to support better educational outcomes and contributes to the debate on ability grouping by providing actionable recommendations for enhancing math education quality and equity.

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© Copyright 2024 Tabitha Nicole Ringler