Date Approved

9-29-2025

Embargo Period

9-29-2025

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership

College

College of Education

Advisor

Hajime Mitani, PhD

Committee Member 1

David Lindenmuth, Ed.D

Committee Member 2

Michael Cioce, Ed.D

Keywords

Algebra;Double-Dose Algebra;Economic disadvantage;Improvement Science

Disciplines

Education | Educational Leadership

Abstract

This study investigated the impact of a double-dose algebra intervention (DDAI) on the academic achievement of economically disadvantaged learners (EDLs) in a suburban New Jersey high school. Algebra, recognized as a gatekeeper course for graduation and postsecondary opportunities, was the focal point for targeted instructional reform. Using a quasi-experimental design, outcomes for EDLs enrolled in the DDAI were compared with peers in traditional algebra classes across three cohorts. Findings showed that EDLs in the treatment group achieved higher passing rates in Algebra I and demonstrated stronger attendance patterns than the control groups, though standardized test score improvements were modest. Survey data revealed increased student confidence and engagement, alongside greater teacher awareness of EDL needs. The study underscores the potential of extended instructional time and differentiated support to narrow opportunity gaps. Implications for policy and practice highlight the importance of aligning academic and social supports to improve graduation outcomes for EDLs.

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