Project AAIMS measures were used with 192 at-risk students from culturally, linguistically, and socioeconomically diverse backgrounds enrolled in an Algebra 1 course. Students represent five urban comprehensive high schools who may need additional instructional support to attain proficiency in algebra. This research will explain the use of psychometrically sound measures in algebra to efficiently and effectively identify, predict, and intervene with diverse high school students, including English Language Learners, and students receiving special education services. Furthermore, alternate form reliability, criterion-related validity, and slope were calculated for the measures and will be discussed.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 51/03M(E), Masters Abstracts International|
|Subjects:||Mathematics education, Educational evaluation, Educational psychology, Secondary education|
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