Description

A middle school in Nebraska increased the frequency of instructional time on mathematics instruction for a group of seventh and eighth grade students in order to achieve 100% proficiency for all students. A quantitative causal-comparative study was conducted using ex post facto data to analyze if there was a difference between the frequency of mathematics instruction, daily versus every-other-day, and the performance of seventh and eighth grade students on the Nebraska State Accountability Mathematics Assessment (NeSA-M). This study showed a statistically significant difference in seventh grade NeSA-M growth scores between students receiving instruction daily and students receiving instruction every-other-day. However, there was not a significant difference in eighth grade students' NeSA-M growth scores between students receiving instruction daily and students receiving instruction every-other-day. These results indicate a possible difference in the frequency of math instructional time needed for different grade levels for middle school students to optimize their performance on the Nebraska State Accountability Mathematics Assessment.