Educators' Perceptions For Low Performance on Mathematics State Assessment Among High School Algebra Students With Learning Disabilities In An Alternative Education Program in California: An Explanatory Case Study

This case study addressed educators' perceptions regarding the low performance on state mathematics assessments among high school algebra students with learning disabilities in an alternative education program in a California school district. Vygotsky's theory on the zone of proximal development served as the overarching framework for mathematics content that students with learning disabilities in the alternative education environment should learn at various stages of chronological age. The central research question was: What are educators' perceptions of low performance on mathematics state assessments among high school algebra students with learning disabilities in an alternative education program in California? The methodology used was the qualitative intrinsic case study approach drawing from a sample of 60 educators at Alpha County School District in California. The data was collected from a survey, individual interviews, and archival records of student transcripts and state mathematics assessment results from 2016 to the present. A synthesis of this data analyzed generated a theme and two sub-themes for all educators in AE programs to consider when implementing math curricula and instructional strategies to support students with LD in AE settings to improve their performance on state mathematics assessments in algebra.