aleks - success in k12 testing - august 2008
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Mathematics: From Concept
Introduction to Testing Success
Creating Understanding.Raising Test Scores.
www.aleks.com
ALEKS
is a registered trademark of ALEKS Corporation.
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Table of Contents
ALEKS andNo Child Left Behind........................................................... 4
The ALEKS Story: Research Brought to Life ....................................... 5
ALEKS Unique Benefits ......................................................................... 7
ALEKS Success Stories ............................................................................ 8
Deforest Area School District, Deforest, Wisconsin ...................... 8
St. Bernards School, Tracy, California........................................... 9
John F. Kennedy Middle School,
North Miami Beach, Florida......................................................10
Byron Syring Delta Center (including Monte Vista
Online Academy), Monte Vista, Colorado ...............................11
Akron Digital Academy, Akron, Ohio.............................................12
Irvine Unified School District, Irvine, California.............................13
Westview High School, Avondale, Arizona.....................................14
Quantitative Data........................................................................................15
Irvine Unified School District, Irvine, California.............................15
Byron Syring Delta Center (including Monte Vista
Online Academy), Monte Vista, Colorado ................................19
Westview High School, Avondale, Arizona.....................................20
ALEKS Current Courses..........................................................................23
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ALEKS ANDNO CHILDLEFTBEHIND
The National Council of Teachers of Mathematics (NCTM) callsNo Child Left
Behindthe most sweeping education reform legislation in more than 35
yearsThe law aims to have all students performing at proficient levels in
mathematics and reading by 2014.
1
Schools and teachers will be accountable asnever before for students performance and improvement, and students will be
expected to demonstrate their knowledge of requisite concepts and skills through
extensive testing.
The results of these tests will be part of annual state and district report cards
that help the public measure their schools performance and their states progress
against the standards. The state and district will reveal the test results for every
student group, including those who are economically disadvantaged; members of
racial, ethnic, and language minorities; and students with disabilities. The report
cards also will provide results by gender and migrant status to help identify andclose the achievement gap between students of various groups.
2
Beginning in 2002-2003, tests were required in three grade spans: 35, 69, and
1012. Starting with the 200506 school year, mathematics and reading tests will
be administered annually in grades 3 through 8. Schools that fail to meet state
academic performance standards may be required to:
Offer supplemental services Provide transportation to other schools Restructure
In addition to increased accountability,No Child Left Behindsupports the use of
effective, research-based education methods and appropriate classroom
technology.
Teachers and administrators throughout the country are working hard to meet the
standards imposed byNo Child Left Behind, but in a highly diverse society, the
old methods dont meet the needs of every student. New strategies may be
required.
ALEKS believes that schools should be given the opportunity to apply new
research-based strategies and that all students, regardless of race, gender,
ethnicity, socioeconomic group, or ability level, should receive the type of
instruction that increases their ability to succeed on state and federally mandated
1
National Council of Teachers of Mathematics Web site2
No Child Left BehindWeb site
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tests. Our unique ALEKS program is an effective, proven method that addresses
many of the concerns raised by the provisions ofNo Child Left Behind.
Researched and developed under a multimillion dollar grant from the National
Science Foundation and available only on the World Wide Web, ALEKS
(Assessment and LEarning in Knowledge Spaces), is an individualized
mathematics programa full-time automated tutor that allows students to
demonstrate what they already know and helps them master new concepts.
ALEKS delivers a precise diagnostic assessment of students math knowledge,
guides them in the selection of new materials, and records their progress toward
mastery of content goals. Its unique, research-based system allows the program to
move between explanation and practice, correct and analyze errors, and introduce
new topics only when the student is ready. By targeting what the student isprepared to learn next, ALEKS builds a learning environment that engages
students, sparking their interest and propelling them toward success.
This report shares the stories of seven schools across the nation that have selected
the ALEKS program. Many schools use the program for remediation, some find
that it challenges especially able students. Some teachers choose ALEKS to give
at-risk students an additional learning strategy. Others give every student the
opportunity to experience the ALEKS difference. No matter how the program is
implemented, the results are the sameimproved abilities in math and higher test
scores.
THE ALEKS STORY: RESEARCH BROUGHT TO LIFE
A revolutionary learning approach created by an internationally known team of
software engineers and cognitive scientists, ALEKS is fundamentally different
from previous educational software. It is based on research in Knowledge Space
Theory (which analyzes how knowledge is acquired) and features an artificial
intelligence engine. ALEKS can search an enormous knowledge structure quickly
and efficiently and can accurately assess the exact knowledge state of any student
in any mathematics subject area.
The groundbreaking technology that ALEKS employs interacts with each student
individually, identifying knowledge gaps and adapting its explanations and
questions to the students particular needs, just as you would. This ability to
assess a students strengths and weaknesses results in truly individualized
instruction.
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Authentic Assessment
When a student logs on to the system the first time, he or she takes a Tutorial to
learn to use ALEKS simple mathematics communication tools. The student then
moves on to theAssessment Module. There are no multiple choice options, and
assessment questions are generated from a carefully designed repertoire of items,
ensuring comprehensive coverage of the subject. The system selects each
subsequent question based on the answers to all previous questions. Every
assessment is unique; a student cant predict the sequence of questions or learn
the answers ahead of time. Therefore, assessment of the students math
knowledge is both authentic and accurate.
The initial assessment determines what the student knows and is ready to learn.
The results are displayed in a color pie chart that indicates the students level ofmastery of the objectives for each area of study. The student may then choose any
of these topics as an entry point into theLearning Mode.
Limitless Help and Practice
In theLearning Mode, ALEKS provides practice problems on only those topics
that the student is ready to learn. It corrects and analyzes mistakes and offers
specific advice for particular problems. In addition, an Explain button offers a
complete explanation of the problem the student is trying to solve, as well as
access to ALEKS online hyperlinked dictionary. Once the student hasdemonstrated mastery of a concept, the pie chart is modified to reflect progress
and the student may select another topic. Watching their pie charts fill in and
change is challenging and motivating for students.
Easier Classroom Management
ALEKS Teacher Module is a powerful tool that enables you to gauge every students
achievement and plan lessons and students groupings. It also allows you to generate
summaries for individual studentsand for the entire classso you can choose the topics
the class is most ready to learn. This accurate knowledge of individual and class strengths
and gaps helps you prepare your students for standardized testing with greater efficiency
and effectiveness.
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ALEKS UNIQUE BENEFITS
No Guesswork
ALEKS Teacher Module is a powerful tool that enables you to gauge every
students achievement and plan lessons and students groupings. It also allows you
to generate summaries for individual studentsand for the entire classso you
can choose the topics the class is most ready to learn. This accurate knowledge of
individual and class strengths and gaps helps you prepare your students for
standardized testing with greater efficiency and effectiveness.
Faster Understanding
Once a student has chosen a topic, ALEKS offers explanation and practice. As the
student works the practice problems, ALEKS offers immediate feedback andsuggestions. It continually monitors and updates its map of the students
knowledge and adjusts its functions accordingly. When students have eliminated
their knowledge gaps, they are free to move ahead, confident they have mastered
the concepts they need for continued progress.
Flexibility
Because of its ability to individualize instruction, ALEKS works for every
student, from those who are struggling to those who want to move ahead more
quickly. Self-pacing and continual assessment let students progress as fast as theirunderstanding allows. No matter what your students ability levels, ALEKS will
provide appropriate challenge and require demonstration of mastery throughout
the learning process.
Round-the-Clock Accessibility
ALEKS is a new way for students to learn mathematics using the World Wide
Web. Students can receive ALEKS instruction and evaluation anywhere,
anytimeat home, at school, in a computer lab, day or night, 24 hours a day.
ALEKS unique program sets the stage for success. Students respond to the immediate feedback
and abundant practice opportunities. When its time for assessment, they are eager to show what
they know. ALEKS individualized instruction helps students learn, raises test scores, and
improves your district report card. And arent those the results you want?
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ALEKS SUCCESS STORIES
DEFOREST AREA SCHOOL DISTRICT
DEFOREST, WISCONSIN
Challenging
For students who are advanced and need a greater challenge, weve found this
program to be almost a godsend, says Peter ONeil, Director of Instruction. Most
of our very capable students dont want to work on what they already know; they
want to work ahead. Even if the curriculum is enriched, these students often want
and need more. The individualized instruction we find with ALEKS is a big plus.
We are impressed with the programs great breadth. Students can explore and
master a wide range of disciplines.
ALEKS constant reinforcement of concepts
makes the program especially helpful, ONeil
says. Even the brightest students can
misunderstand a concept and be stuck as they try
to move ahead. ALEKS helps them see where
their specific knowledge gaps are and requires
students to clear them up. When students
demonstrate that theyve closed the gap, they can go on in the program, ALEKS
makes sure they really have grasped a basic concept before they try somethingnew.
ONeil is also impressed with ALEKS flexibility, accessibility, and reasonable
cost. The online feature is outstanding. The fact that its on the World Wide Web
makes it readily available, and students can work anywherein the classroom, in
the lab, and at home. The cost means that we can try it out with more students and
not make a huge expenditure.
Although students can use ALEKS anywhere, ONeil says adult involvement is a
plus. We find this program works best with motivated students who have support
from teachers and parents.
Contact information: Peter ONeil, Director of Instruction
DeForest Area School District
DeForest, Wisconsin
608.842.6532
Students can work
anywherein the classroom,
the lab, and at home.
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ST. BERNARDS SCHOOL
TRACY, CALIFORNIA
Relevant
St. Bernards is a K-8 school, says teacher Gary Abate. We use ALEKS as a
supplement to our classroom teaching for students in grades 4-8. Weve seen
tremendous improvement in students who are using the program at least twice a
week, and some students use the program at home as well. We have fifth and
sixth graders who are doing algebra and are very proud of what theyre
accomplishing.
We find that this program deals with the fundamentals in ways that interest our
students, Abate continues. This is a visual society. The students are used toworking with screens and monitors, and this program fits right into the way they
like to learn.
Abate applauds ALEKS design. This isnt a
multiple choice program, and we like that.
Students cant guess from a list of possibleanswers. They have to show that they really
get it. They must provide one right answer,
not take a stab at selecting the correct response
from a list. The way the program isset up makes it impossible for students to figure out the questions or answers ahead
of time. It gives an accurate picture of what they really know.
Abate says ALEKS provides another important learning opportunity. Our
students learn the language and terminology of mathematics, and they carry that
knowledge into their regular math class and into other classes, too. It takes the
mystery out of math.
Contact information: Gary Abate
St. Bernards SchoolTracy, CA
209.835.4560 Ext. 133
We have fifth and sixth
graders who are doing algebra
and are very proud of what
theyre accomplishing.
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JOHN F. KENNEDY MIDDLE SCHOOL
NORTH MIAMI BEACH, FLORIDA
Adaptable
We use the ALEKS program both in an after-school setting for remediation and in
our magnet program in which we have high-achieving students, says Ronnie
Elmore, Reading Leader. The students like the program; it helps them stay on task
and its motivating. They get immediate feedback on their strengths and
weaknesses, and the program continually reinforces and builds on their current
knowledge and skills.
Elmore says ALEKS works for all types of students. It helps themand us
identify missing skills and allows students to learn those skills at their own pace.Our students use the program three or four times a week as an adjunct to our
classroom instruction. We find the assessment tests and the management system
help us get a handle on what the students
know and what they might just think they
know.
Elmore feels that some students achieve
higher gains if there is a teacher present to
enhance the programs features. We likethe Explain button and think its useful for many students. Our high-achieving
students do well on their own and dont require a lot of guidance. However, we have
some students with serious skill deficits and language issues, and for them, weve
found that having facilitators in the room is essential.
Combining teacher instruction with ALEKS has many advantages, Elmore says.
We can sit down with the students, explain concepts more personally, point out
what steps a student may have missed in trying to solve a problem, and interact with
students as they learn. Although ALEKS works for all our students, some students
benefit from being monitored more closely, and any program needs oversight.
Contact information: Ronnie Elmore
John F. Kennedy Middle School
North Miami Beach, FL
305.947.1451
The students like the program;
it helps them stay on task and
its motivating.
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BYRON SYRING DELTA CENTER (INCLUDING MONTE VISTA ONLINE ACADEMY)
MONTE VISTA, COLORADO
Encouraging
Weve used ALEKS with both elementary and middle school students, says LindaHinton, Lead Instructor. Some students use it exclusively online, some use it
onsite. Some work independently and others need a facilitator.
One of the major reasons for the centers selection of ALEKS is its immediate
feedback. Textbooks often dont have enough examples and theyre primarily for
whole-class instruction. With ALEKS, students are able to see right away what they
dont know or what they did wrong to solve a problem. Remediation is immediate,
too. Students get exactly the lessons they need to overcome their deficits. It keeps
them from going down the wrong path.
Hinton says that many of the centers middle school
students are at high risk, usually because of factors
having nothing to do with intelligence or ability.
Some of these students believe that math is just too
hard for them to learn because theyve had great
difficulty in the past. We decided to test that
assumption.
Last year, we put 14 students who had failed both math and English on the
program. We told them their challenge was to master 50 new math concepts in six
weeks. The mastery had to be proven by assessment scores. At the time they entered
the program, most of the students had mastered about 20 concepts.
The results were gratifying, Hinton says. Every student made gains and some were
very significant. Seven students reached or surpassed the goal. Two of the students
became so interested they finished the entire course, which meant they had mastered
more than 100 topics. Five others mastered approximately 70 topics. The classs
average gain was 46 topics. It was a dramatic demonstration that math was
something they could do. They didnt have to be afraid of it.
Contact Information: Linda Hinton
Monte Vista Online Learning Academy
Monte Vista, CO
719.852.2212
(See Monte Vista Online Academy quantitative data on page 19)
Students get exactly the
lessons they need to
overcome their deficits.
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AKRON DIGITAL ACADEMY
AKRON, OHIO
Motivating
Right now, we have about 250 at-risk inner-city students in grades 5-12 using
ALEKS, says teacher William Romano. What we really like about ALEKS is that
it doesnt allow students to fail. The program meets them where they are and takes
them where they need to go. But it doesnt allow them to move on until they
demonstrate that they really understand a concept and can prove it through the
Assessmentmode.
ALEKS program design helps students catch on quickly, Romano says. ALEKS
lessons are short and the students can master some concepts in a relatively short
period of time. They can see progress, and as they move along theyre not only
figuring out the problems, but theyre also
discovering that math is something they can
understand.
ALEKS is especially useful for teaching an entire
group of at-risk students whose ability and
achievement levels differ. No two of these
students are at the same place and no two have the same issues, Romano says.
They are all at different stages of learning the content and it would be very hard
to teach them in a traditional class with a traditional textbook. ALEKS gives usthe flexibility we need to answer their questions, whatever they are.
Using ALEKS, students almost cant escape learning, Romano says. There are all
kinds of programs out there, and most students can figure how to get around the
multiple choice questions or guess their way through a group of very similar
problems. With ALEKS, thats not possible. The artificial intelligence engine
wont let them game the system. The assessments are deep, and the only way
students can do well is to understand the concepts and master the math. And
theyre doing that.
Contact Information: William Romano
Akron Digital Academy
Akron City Schools
330.374.5590
What we really like about
ALEKS is that it doesnt
allow students to fail.
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IRVINE UNIFIED SCHOOL DISTRICT
IRVINE, CALIFORNIA
Focused
Weve been involved with ALEKS for a long time, says Steve Garretson,
teacher and PC Support Manager. We piloted the program eight years ago and
weve been using it in classrooms for five years.
The program is particularly useful for students who need to pass the high school exit
examination and havent been able to succeed on the math portion. We dont just
turn the students loose on the computers, Garretson says. These students need the
extra support of trained teachers. The technology is great, but when the assessments
begin to show that a student has reached a point where he or she doesnt understanda concept and has to drop back to review it, the teacher can really home in on the
deficiencies. The system objectively points out what the students need to know and
the teacher helps them learn it.
The Teacher Module allows teachers to
track the progress of an entire class. Thats
invaluable, Garretson says. When youre
preparing students for standardized testing,
its helpful to know if there are specific areas the entire class needs help to master.
ALEKS continual assessment really makes those topics stand out and we can
focus on them in class. Cleaning up the deficiencies relieves a lot of testing stress.
Weve had great success with ALEKS; the increases in our test scores have been
dramatic. Weve seen our ALEKS students raise their Stanford 9 scores by as
much as 12 national percentile ranking points, while non-ALEKS students gained
less than four points.
Contact Information: Steve Garretson
Irvine Unified School District
Irvine, CA
949.936.5160
(See Irvine Unified School District quantitative data on page 15)
Cleaning up the deficiencies
relieves a lot of testing stress.
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WESTVIEW HIGH SCHOOL
AVONDALE, ARIZONA
Affirming
Students dont always know the difference between recognition and knowledge,says Robert McDowell, teacher and ALEKS Coordinator. They think if they
recognize various types of problems, they also know how to do them. Thats not
necessarily true, and ALEKS teaches them to understand the concepts through doing
the work.
Westview currently has nearly 300 students using ALEKS. We tried lots of other
programs and, frankly, we werent impressed, McDowell says. ALEKS is
different. If the program is supported technologically, ALEKS works very well.
McDowell manages Westviews Integrated Algebra Laboratory. The majority ofour students are in Algebra I, but we discovered that several needed Pre-Algebra
credit and a few were ready for Algebra II. That could have meant rescheduling or
class changes. Because we were using ALEKS, we didnt have go through all
that. Students remained in the Algebra I
lab, and we simply moved them into the
content areas they needed. Of course, we
had to see that they were awarded proper
credit, but it was much simpler than all
those class changes. We also have somehomebound students working on everything from Pre-Algebra to College
Algebra. Web-based instruction makes that possible.
McDowell has found one group of students who are especially happy with
ALEKS. Many of our students with special needs like working on ALEKS. It
allows them to review concepts as often as they wish and take the time they need
to demonstrate mastery. One of our special education students passed everything
from Pre-Algebra through Algebra II in less than two years. The computer doesnt
get impatient with me, she told me. She really benefited from the self-pacing
aspect of the program.
Contact Information: Robert McDowell
Westview High School
Avondale, AZ
623.877.2438
(See Westview High School quantitative data on page 20)
ALEKS teaches students to
understand the concepts through
doing the work.
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QUANTITATIVE DATA
IRVINE UNITED SCHOOL DISTRICT
Results
Students in every grade [using ALEKS] outperformed their counterparts. The
average ALEKS student improved his or her Stanford 9 tests scores by more than 12
national percentile ranking points. The average gain of other students was 3.36
points. The greatest improvements were found in:
Targeted students who fell below the 20th and 75th percentile and weremonitored by the same teachers.
Sites that had 2-3 sessions per week for 8-12 weeks.The smallest gains were found in:
Students already in the 90th percentile Sites where little follow-up and monitoring occurred.
THIRD GRADE -PERCENTILE RANKING POINTS INCREASE
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FOURTH GRADE -PERCENTILE RANKING POINTS INCREASE
FIFTH GRADE -PERCENTILE RANKING POINTS INCREASE
ALEKS students
Non-ALEKS students
0
2
4
6
8
12
10
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SIXTH GRADE -PERCENTILE RANKING POINTS INCREASE
SEVENTH GRADE -PERCENTILE RANKING POINTS INCREASE
ALEKS students
Non-ALEKS students
0
2
4
6
8
12
10
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EIGHTH GRADE -PERCENTILE RANKING POINTS INCREASE
AGGREGATE PERCENTILE RANKING POINTS INCREASE
ALEKS students
Non-ALEKS students
0
2
4
6
8
12
10
ALEKS students
Non-ALEKS students
0
2
4
6
8
10
12
14
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MONTE VISTA ONLINE ACADEMY
Results
In February 2003, 15 students in grades 2-5 were initially assessed on math topics
from below grade level, at grade level, and beyond grade level. In the chart below, theresults from the initial assessment are found in the column titledEntry Mastery. If
only one number is found in a cell, the number represents the number of topics
mastered below grade level. If two results are given, the first represents topics below
grade level and the second represents topics at grade level.
The results from the final assessment are given in the column titled Exit Mastery.
Results are reported as above, but if there is a third number in a cell in this column,
it represents topics mastered above grade level. The students averaged
4.6 hours on the system in a study that lasted only two weeks. The average number of
new topics mastered in this brief interval was 46.5.
Name GradeLogin
Hours
Entry
Mastery
Exit
Mastery
Additional Topics
Mastered
Student 5 3 35 50 15
Student 4 4 18 71+13 66
Student 4 4.5 76+4 82+13 15
Student 4 3 94+4 94+22 18
Student 4 6 65 94+22+3 54Student 4 5 82+9 100+26 35
Student 4 4 24 94+4 74
Student 5 3.5 42 58+3 19
Student 4 4 29 100+10 81
Student 3 4 43 100+70+9 136
Student 5 7 60 95+21 56
Student 4 3.5 100+17 100+43+3 29
Student 5 6 42 70 28
Student 5 7 50 50 0
Student 2 4.5 0 71 71
Averages 4.6Average Increase
46.5
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WESTVIEW HIGH SCHOOL
Results
Integrated Algebra IA/IB is a two-year Algebra I program. The A component isthe content taught in the first semester of Algebra I, but the content is taught over
the course of two semesters. Likewise, the B component is the content of the
second semester of Algebra I which is then taught over two semesters. Instruction
is designed to allow students to meet Arizona state math standards and to increase
their understanding of and success in mathematics.
Students generally were placed into this class because they were unsuccessful in a
traditional classroom environment. Others were placed in the course because they
were special education or late-entry students, or it was determined to be the
appropriate placement. The course level was decided by their placement level and
not based on their registered course. Ten students were working at different
levels; six were in Pre-Algebra, three were in Algebra II, and one was taking
College Algebra.
Team-taught, the class period was divided into a classroom block and a computer
lab block. Students spent approximately half the period in each block.
Students were initially divided into two groups based on their ability. A third
grouping was developed for select students who demonstrated an ability to work
and learn on their own. The groups were designated A (low basic math skills), B
(medium basic math skills), and C (low algebra skills). C group students were
assigned full-time to the computer lab.
The primary form of instruction was through the ALEKS program. The classroom
block was primarily for development and re-enforcement of basic mathematical
skills and concept understanding. Core skills and processes were taught and
reinforced skills that are essential for students to be successful on ALEKS.
First Semester, Fall 2002
Students were pre-tested using the districts Criterion Reference Test (CRT) for
Algebra I at the beginning of the semester. The group assignments were random
since the level of each student was unknown. Students were re-grouped after their
level was ascertained. Most were assessed by ALEKS at the Pre-Algebra level.
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The majority of the students demonstrated extreme deficiencies in basic math and
operational skills. Many came to class unprepared to work. Most were known to
be disruptive in other classes.
At the start of the second quarter, 20 students who were doing extremely well
were placed into the C group. These students were then assigned to a different
computer lab and expected to work on ALEKS for the entire period. These
students showed weekly gains and averaged about a five percent gain on each
assessment.
Second Semester, Spring 2003
The program had a slight change. A third ALEKS class was created and most of
the C group was placed into this class. Other students from the B groups were also
assigned to this class. The new class was taught by another teacher and wasfulltime in the lab.
The additional spaces in the original classes were filled with students who failed
the first semester of Algebra I during the current school year. The original class
structure remained the same.
Students who began the school year in ALEKS tended to have mastered the Pre-
Algebra level and were working on the Algebra I topics. The new students tended
to be at the Pre-Algebra level.
The program had 140 students at the end of the school year in which the
necessary data was available.
The initial CRT scores had an average of 29.98% and the final CRT scores had an
average of 46.87%. The average of individual student gains was 89.22%. The
average gain on the Pre-Algebra assessment was 8.92% and the average gain on
the Algebra assessment was 9.90%. When these percentages are compared to the
percent of change in the CRT scores, it is clear that this class structure was
successful.
Serious technology failures not related to the ALEKS program hampered data
gathering in the third and fourth quarters, when most students started to achieve
success at the Algebra level. Had we been able to gather reliable data, we believe
we could have demonstrated even higher gains.
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CRT INITIAL AND POST-ALEKS SCORES
CRT initial scores
CRT final scores
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ALEKSCURRENTCOURSES
Mathematics LV 3 Mathematics LV 4 Mathematics LV 5 Mathematics LV 6 Essential Mathematics QuickTables Middle School Geometry Middle School Math Course 1 Middle School Math Course 2 Middle School Math Course 3 Pre-Algebra Foundations of High School Math Algebra 1 High School Geometry Algebra 2 PreCalculus Trigonometry Math Prep for California HS Exit Exam (CAHSEE) Math Prep for Texas HS Exit Exam (TAKS) Introductory Chemistry Math Review for AP Calculus Math Review for AP Physics Fundamentals of Accounting (Sole Proprietorship) Fundamentals of Accounting (Corporation) Business Math AP Statistics (Quantitative)
Courses for grades 3-9 are available in English and Spanish.
23 ALEKS Mathematics: Creating Understanding. Raising Test Scores. www.aleks.com
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Better Math Scores
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