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Dissertations / Theses on the topic 'Students' mathematics performance'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Iossi, Laura Hillerbrand. "The Mathematics Anxiety of Bilingual Community College Students." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/198.

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Math anxiety levels and performance outcomes were compared for bilingual and monolingual community college Intermediate Algebra students attending a culturally diverse urban commuter college. Participants (N = 618, 250 men, 368 women; 361 monolingual, 257 bilingual) completed the Abbreviated Math Anxiety Scale (AMAS) and a demographics instrument. Bilingual and monolingual students reported comparable mean AMAS scores (20.6 and 20.7, respectively) and comparable proportions of math anxious individuals (50% and 48%, respectively). Factor analysis of AMAS scores, using principal component analys

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2

Devine, Amy. "Cognitive and emotional mathematics learning problems in primary and secondary school students." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/268028.

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This thesis systematically examined the link between developmental dyscalculia, a specific learning difficulty of mathematics, and mathematics anxiety, a negative emotional reaction to mathematics tasks. The link between these maths learning issues was examined by measuring their prevalence in large samples of English primary (N = 1004; N= 830) and secondary school (N = 927) students. Gender differences were also explored. Systematically varying diagnostic criteria for dyscalculia revealed that its prevalence ranged between 0.89-17.23 percent. When absolute performance thresholds were used, th

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3

Leung, Pui-seung, and 梁佩嫦. "Factors affecting Hong Kong students' self-perception on their mathematics performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960339.

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Leung, Pui-seung. "Factors affecting Hong Kong students' self-perception on their mathematics performance." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264331.

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5

Chung, Kwai-mo, and 鍾貴武. "Effects of cooperative learning on mathematics performance for students with learning difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960820.

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6

Willard, Catherine. "Effects of Collaborative Reasoning on Students' Mathematics Performance and Numerical Reasoning Abilities." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/328799.

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Math & Science Education<br>Ph.D.<br>Current reform efforts, which aim to improve the mathematics abilities of American citizens, call for mathematics instruction that emphasizes sense making, reasoning and argumentation. This study was conducted to understand the outcomes of Collaborative Reasoning, a reform-oriented instructional strategy, in seventh and eighth grade mathematics classrooms. An embedded, quasi-experimental, mixed-methods design was used to investigate: the effects of Collaborative Reasoning on students' mathematics performance, and the ways in which students' reasoning abilit

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7

Liu, Jinghua. "The effect of performance-based assessment on eighth grade students mathematics achievement /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974655.

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8

Chung, Kwai-mo. "Effects of cooperative learning on mathematics performance for students with learning difficulties." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305006.

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9

Robinson, Ray Anthony. "Integrating Educational Technology to Increase Academic Performance of Sixth-Grade Mathematics Students." Thesis, NSUWorks, 2012. https://nsuworks.nova.edu/fse_etd/4.

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The purpose of this study was to determine if the use of educational software contributed to increasing the academic performance of 6th-grade students in mathematics. The specific programs used were the Florida Comprehensive Assessment Test (FCAT) Explorer and Promethean ActivBoard. This summative quantitative study was guided by 3 research questions: 1. What was the effect of technology, specifically the Promethean ActivBoard and the FCAT Explorer, on the achievement in mathematics of 6th-grade students, as measured by district benchmark assessments? 2. What was the difference in mathematics

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10

Sarmini, Samar El-Rifai. "Exploring Bilingual Arab-American Students' Performance in Solving Mathematics Word Problems in Arabic and English." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/905.

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This study aims at answering questions pertaining to the performance of bilingual Arab-American students on solving word problems written in their home and school languages: (1) Does the language in which a word problem is stated have an effect on the performance of the bilingual Arab-American students?; (2) Do Arab-American students with higher levels of Arabic proficiency perform better in either or both versions of the word problems?; and (3) What are some common differences and similarities in the problem solving processes of Arab-American students as they solve problems in English or Arab

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11

Hoke, Darlene. "EFFECTS ON STUDENT PERFORMANCE OF USING HANDS-ON ACTIVITIES TO TEACH SEVENTH GRADE STUDENTS' MEASUREMENT CONCEPTS." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2130.

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Student performance on measurement concepts in mathematics was the basis for this action research study. This study summarizes research conducted in a seventh grade classroom at an urban middle school during fall of 2005. The study investigated the practice of using hands-on activities in addition to the standard mathematics curriculum to improve student performance in measurement tasks. Students were asked to respond to questions posed by both teacher and other students in the classroom. Data were collected using measurement survey, focus group discussions, math journals, and teacher observat

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12

Street, Karin Elisabeth Sørlie. "Students' mathematics self-efficacy : relationship with test achievement and development in the classroom." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:3fb3778c-eb8f-4e27-8082-96cc0d53828a.

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Self-efficacy is individuals' judgments regarding their capabilities to carry out future tasks or challenges. These judgments of capability are related to important learning behaviours such as effort and persistence, performance, and choice of career path. In order to support students' continued engagement with and learning of mathematics, it is important to consider how students make sense of their mathematical experiences as well as the relationship between students' mastery experiences and mathematics self-efficacy. In this thesis I address important gaps in the literature in regard to the

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13

Pongboriboon, Yachai, and mikewood@deakin edu au. "Variables influencing the mathematics performance of first-year tertiary students: A case study." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050902.093515.

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The need to understand which factors most strongly affect performance in first-year mathematics programs at Khon Kaen University (KKU), in North Eastern Thailand, provided the main focus of the study which is described. First-year mathematics students in the 1990-1991 academic year, from four KKU faculty groups (Medicine and Nursing, Agriculture, Science and Education, and Engineering) were involved in this study. Research literatures addressing variables which were likely to influence performance in early tertiary mathematical study, and variables associated with difficulties in learning math

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14

Molin, Camilla. "A statistical analysis of the performance in mathematics of secondary students in Portugal." Thesis, Uppsala universitet, Tillämpad matematik och statistik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-418811.

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15

Shuman, Laila. "Longitudinal Analysis of Alcohol Effects on Students' Academic Performance." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu156681952817178.

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16

Alajmi, Amal. "Eighth grade Kuwaiti students' performance in recognizing reasonable answers and strategies they use to determine reasonable answers /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164487.

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17

Marinan, Brent Joseph, and Brent Joseph Marinan. "Understanding the Impact of Students' Psychological Dispositions and Behavior on Student Exam Performance in an Undergraduate Business Statistics Course." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/622851.

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Research on K-12 and college students has shown that both cognitive and non-cognitive factors affect students' academic achievement and success. This study investigates the impact of several non-cognitive factors (i.e., anxiety, beliefs, habits, motivation, context, and grit) on undergraduate students’ exam performance in a public research university. Participants were 646 undergraduate students taking a statistics course designed for business students. To obtain measures of students’ psychological dispositions and behaviors, students completed a survey that was developed for this study thre

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18

Hernandez, Celeste Peyton. "Effects of Instructional Methods on Student Performance in Postsecondary Developmental Mathematics." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc279244/.

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This study examined success rates and end-of-semester grades for three instructional methods used in developmental algebra and college algebra. The methods investigated were traditional lecture, laboratory, and computer mediated learning. The population included the 10,095 students who had enrolled in developmental algebra and college algebra at Richland College in Dallas, Texas, for five semesters. Success was defined as earning a grade of A, B, C, or D in a course.

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Pasciuto, Nicholas. "The Impact of Altering the title of an Assessment on Students' Performance and Perceptions." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555686367962077.

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Angulo, Martha E. Lynn Mary Ann. "Schooling in Illinois an analysis of selected school variables and math performance of third grade students /." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8907672.

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Thesis (Ph. D.)--Illinois State University, 1988.<br>Title from title page screen, viewed September 20, 2005. Dissertation Committee: Mary Ann Lynn (chair), John T. Goeldi, Patricia H. Klass, Ronald L. Laymon, Thomas W. Nelson. Includes bibliographical references (leaves 91-96) and abstract. Also available in print.

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21

Kniss, Kathleen B. "The effects of Investigations in number, data, and space on the performance of at-risk students." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1400949931&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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22

Li, Wing-yee Dorothy. "Effects of achievement goal profiles on students' self-handicapping behaviours, intrinsic motivation and mathematics performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791327.

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23

Crawford, Stanley T. "Meta-Analysis of the Impact of After-School Programs on Students Reading and Mathematics Performance." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc67972/.

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The purpose of this study employing meta-analysis was to assess the impact that after-school programs have on reading and mathematics outcomes. The participants in the primary studies were students in Grades K through 8; years 200 through 2009. The study utilized the theory of change as its theoretical basis. This meta-analysis used the effect size as the standard measure. It began with an overall Cohen's d of .40 for the impact that after-school programs have on reading and mathematics outcomes, and then proceeded to analyze three moderator variables: subject, time periods, and grade level.Th

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Cohen, Victoria. "Tracking the early number skills performance of 5- to 7-year-old students : a longitudinal study." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3149.

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This longitudinal study tracks how 5- to 7-year-olds perform with early number skills. The aim of this study is to diagnose at-risk mathematics students by distinguishing the skills that, if not mastered by the end of Kindergarten, lead to greater difficulty in mathematics in 1st grade. This study’s methodology is mixed as it follows an exploratory and inductive path in light of its use of a hypothesis, an interpretive path in light of its interest in the individual student, and a positivist path in light of its focus on developing rules from analyzed data. An oral diagnostic test based on a c

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Tedesco, Marick Rozek. "The influence of reading and math skill on the multiple choice mathematics problem solving performance of fourth-grade students /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3018396.

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Thesis (Ph. D.)--University of Oregon, 2001.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 114-117). Also available for download via the World Wide Web; free to University of Oregon users.

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26

Giovannone, Carrie Lynn. "A Longitudinal Study of School Practices and Students’ Characteristics that Influence Students' Mathematics and Reading Performance of Arizona Charter Middle Schools." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1288808181.

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27

Hosack, Lindsey. "THE EFFECTS OF HANDS-ON INSTRUCTIONAL STRATEGIES ON FOURTH GRADE STUDENTS' ATTITUDES AND PERFORMANCE IN MATHEMATICS." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3701.

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This study summarizes research conducted in a fourth grade classroom in a suburban elementary school in the fall of 2005. This study investigated the practice of using hands-on instructional strategies, enhanced with technology, to improve students' attitudes and performance in mathematics. The classroom teacher supplemented conventional mathematics instruction with hands-on activities. Attitudinal data were collected using a pre- and post anxiety survey as well as journal writing assignments and student interviews. Performance data was collected using evaluative assessments. Results of this s

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Bailey, Thomas Everett. "The effect of computer-assisted instruction in improving mathematics performance of low-achieving ninth-grade students." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618758.

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The purpose of this study was to determine whether computer assisted instruction of mathematics produces significantly greater improvement in mathematics performance of low achieving ninth grade students than teaching mathematics skills without computer assisted instruction.;The sample consisted of four classes (N = 46) of ninth grade students who had registered for the course "Mathematics Nine," and whose eighth grade ITBS scores fell between the 1st and 30th national percentile. Identified students were randomly assigned to one of four instructors and one of two instructional groups (compute

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29

Ross, Caryn J. "The effect of mathematical manipulative materials on third grade students' participation, engagement, and academic performance." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002092.

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30

Mutuku, Elizabeth. "Understanding the differences in marking performance of JSC mathematics markers in Namibia." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1015223.

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Education reform in Namibia brought about changes to mathematics education since independence. This has put pressure on the government to provide both resources and qualified mathematics teachers to help drive the reform process in all teaching and learning activities. This included availing reliable and valid national examination results which is a measure of whether the newly introduced programmes are working or not. For the Ministry of Education this meant training more mathematics teachers and ensuring that competent and reliable teachers are appointed for marking national examination ever

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Canterbury, Sandra A. "An investigation of conceptual knowledge urban African American middle school students' use of fraction representations and fraction computations in performance-based tasks /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-01292007-180634/.

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Thesis (Ph. D.)--Georgia State University, 2007.<br>Title from file title page. Christine Thomas, committee chair; Deborah Najee-Ullah, Barbara Kawulich, Clara Nosegbe-Okoka , Pier Junor-Clarke, committee members. Electronic text (286 p. : ill.) : digital, PDF file. Description based on contents viewed June 9, 2008. Includes bibliographical references (p. 233-256).

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Vong, Trung. "A Systematic Review of Research on Successful African American Students in Mathematics: Implications for Seminole High School." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6378.

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The purpose of this study was to synthesize the counter-narratives of mathematically successful African American students. The gap in educational achievement between African American and White students is well documented in the United States, especially in mathematics education. Although Florida Comprehensive Assessment Test scores have increased for both groups at Seminole High School, the gap has remained over 30% for nearly a decade. Most research on this topic has focused on the reasons why African American students fail to achieve. Various individual, social, and organizational factors ha

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Leung, Wai-hung. "The effects of contextualized, collaboration-based instruction on students' beliefs of school mathematics, and problem-solving approaches and performance." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23373374.

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Easton, Suzie. "The Effects of a Cognitive-Metacognitive Intervention on the Word Problem Performance of Students with ADHD." Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10808607.

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<p> American students’ continued struggle with math proficiency has led to a body of research defining effective instructional principles for math. Those principles have been incorporated into interventions for students struggling with mathematical word problems. One such intervention utilizes a “cognitive-metacognitive” approach to solving any type of word problem. The “cognitive-metacognitive” approach teaches students to use a set of directive steps to work through a problem and to use a set of self-reflective steps to help the student understand, implement, an

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Smith-Jones, Yvonne Darcel. "A comparative analysis of school-based performance of mobile and nonmobile students." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618274.

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The primary purpose of this study was to determine the impact of mobility on fifth grade students in an urban elementary school environment during the 1994-95 and 1995-96 school years. The significance of the study lay in its intent to assess the impact of mobility. Specifically, the study analyzed the demographic characteristics of mobile students and investigated the impact of mobility on student achievement, attendance, discipline referrals, and retention.;The sample consisted of 244 fifth graders. Archival data were obtained from the students' scholastic and directory information records f

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36

McCullough, Josette Lorraine. "A study of special education programming and its relationship to student mathematics performance on the DSTP." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 102 p, 2008. http://proquest.umi.com/pqdweb?did=1605161471&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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37

Garber, Tammy L. "The effect of written feedback on formative assessments on students' performance in a high school mathematics class." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 89 p, 2008. http://proquest.umi.com/pqdweb?did=1654487941&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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38

Childs, Kristopher. "A Comparison of Students' and Parents' Mathematics Attitudes and Achievement At A Private Historically Black University." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6255.

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The focus of this research was to compare students' and their parents' mathematical attitudes using the Attitudes Towards Mathematics Instrument (ATMI). The sample consisted of 476 newly-enrolled students and 263 parents attending the New Student Orientation and Leadership program at a private historically black university. The sample was predominantly African American, with 96% of the students and 95% of the parents identifying themselves as African American. The ATMI total score and subscale scores of self-confidence, value, enjoyment, and motivation were explored to determine if there wa

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Sreckovic, Vladimir. "Ability Grouping Interventions and Math Performance Among Inner-City School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1466.

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In the city selected for this study, only 29% of inner-city students scored proficiently on standardized tests, whereas 71% of their peers at nearby suburban and affluent schools achieved the proficiency level. To address the gap, the local district implemented ability grouping in one charter school. The purpose of this ex post facto quasi-experimental study was to examine the effect of ability grouping among inner-city students in mathematics as an instructional intervention for improving student achievement. Ability grouping theory as an instructional strategy was used as the theoretical fra

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Janzen, Renee Marie Roloff. "The Effects of Journaling and Vocabulary Strategies on Elementary Students' Attitudes Towards Mathematical Performance." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5320.

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In an attempt to examine the effects of journaling and vocabulary strategies on elementary students' attitudes towards mathematical performance, I embedded reflective journaling and vocabulary strategies into my fourth grade mathematics curriculum. The mathematics content focused on whole number place value, multiplication, and division. My study revealed the positive effects these interventions can have on elementary students' attitudes towards mathematics.<br>ID: 031001388; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Regina Harwood G

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Aubrey, Ron. "Student and teacher perceptions of preparation in mathematics in middle school and its impact on students' self-efficacy and performance in an upper secondary school in Western Australia." Thesis, Aubrey, Ron (2006) Student and teacher perceptions of preparation in mathematics in middle school and its impact on students' self-efficacy and performance in an upper secondary school in Western Australia. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/182/.

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Middle school initiatives (including heterogeneous classes and an integrated, flexible curriculum together with promotion of student input) have been implemented in schools in Western Australia in response to a perceived need to align schools more closely with a more student-centred approach to learning, in the expectation of meeting more students' needs and thereby reducing student dissatisfaction and increasing the possibility of students pursuing life long learning. Specific goals underlying the initiative include the development of independent learning and student responsibility for learni

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Aubrey, Ron. "Student and teacher perceptions of preparation in mathematics in middle school and its impact on students' self-efficacy and performance in an upper secondary school in Western Australia /." Access via Murdoch University Digital Theses Project, 2006. https://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070419.111054.

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Fowler, Tennille Heath. "Eighth-Grade Students with Low Academic Performance in Middle School Science." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5555.

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The problem of low achievement and failure of 8th-grade students to attain state proficiency level in science in a local school district was addressed in this case study. Data from 2012-2016 revealed that 93% of 8th-grade students in 2 suburban middle schools in the targeted state failed to meet science proficiency standards on the science Criterion-Referenced Competency Tests and the state's Milestone Assessments. The purpose of conducting this qualitative case study was to develop an understanding of teachers' perceptions regarding high failure rate of 8th-grade students to meet state mandat

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MacPherson, Glen Eric. "Preference for teacher instruction and the academic performance of eighth and ninth grade mathematics students when peer tutored." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ32936.pdf.

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Parolin, Rosanne. "The effects of extended time on the mathematics performance of students with and without attention deficit hyperactivity disorder." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Leung, Wai-hung, and 梁偉雄. "The effects of contextualized, collaboration-based instruction on students' beliefs of school mathematics, and problem-solvingapproaches and performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962154.

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Hunt, Jessica H. "The effects of a ratio-based teaching sequence on performance in fraction equivalency for students with mathematics disabilities." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4927.

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This study examined the effects of a ratio-based supplemental teaching sequence on third grade students' equivalent fraction performance as measured by a curriculum-based measure and a standardized test. Participants included students identified as being learning disabled in mathematics (MLD), struggling (SS), or typically achieving (TA). Nineteen students were assigned to the experimental group and 19 additional students formed the control group. The difference between the two groups was that the experimental group received the ratio-based teaching sequence. Both groups continued to receive t

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48

Polat, Zeynep Sonay. "The Effects Of Problem Solving Approaches On Students&#039." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12613275/index.pdf.

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The main purpose of this study was to investigate the effects of problem solving approaches on pre-service elementary teachers&rsquo<br>basic mathematics achievement, problem- solving performance and their self regulated learning. The study was conducted as quasi - experimental design with 110 elementary school pre-service teachers at a public university in Central Anatolia Region in the 2007-2008 academic year during the second semester. The time duration of the study was 12 weeks. Experimental group was instructed by questioning problem solving approach while control group was instructed by

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Bektasli, Behzat. "The relationships between spatial ability, logical thinking, mathematics performance and kinematics graph interpretation skills of 12th grade physics students." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1149269242.

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Acosta, Eric. "The Impact of High School Science, Technology, Engineering, and Mathematics (Stem) Magnet Programs on the Academic Performance of Students." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1582641566.

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Concern about the impact of science, technology, engineering, and mathematics (STEM) programs on society are not new. STEM employment in the United States has grown twice as fast as other fields during the last decade. School districts have been encouraged to consider STEM-focused schools to meet this demand and have responded by offering STEM magnet program options. This mixed-methods study used Lewin’s Theory of Change and Fullan’s ideas on Coherence as the theoretical frameworks to examine how students who participate in a high school STEM magnet program perform academically. Academic perfo

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