Mathematics: From Concept

Introduction to Testing Success

Creating Understanding.
Raising Test Scores.

www.aleks.com

ALEKS® is a registered trademark of ALEKS Corporation.

 Table of Contents

ALEKS and No 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. Bernard’s 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

www.aleks.com ALEKS® Mathematics: Creating Understanding. Raising Test Scores. 2

3 ALEKS® Mathematics: Creating Understanding. Raising Test Scores. www.aleks.com
ALEKS AND NO CHILD LEFT BEHIND
The National Council of Teachers of Mathematics (NCTM) calls No Child Left
Behind “the most sweeping education reform legislation in more than 35
years…The law aims to have all students performing at proficient levels in
1
mathematics and reading by 2014.” Schools and teachers will be accountable as
never 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 state’s 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 and
2
close the achievement gap between students of various groups.

Beginning in 2002-2003, tests were required in three grade spans: 3–5, 6–9, and
10–12. Starting with the 2005–06 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 Behind supports 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 by No Child Left Behind, but in a highly diverse society, the
old methods don’t 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 site
2
No Child Left Behind Web site

www.aleks.com ALEKS® Mathematics: Creating Understanding. Raising Test Scores. 4

 tests. Our unique ALEKS program is an effective, proven method that addresses
many of the concerns raised by the provisions of No 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 program—a 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 is
prepared 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 same—improved 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 student’s particular needs, just as you would. This ability to
assess a student’s strengths and weaknesses results in truly individualized
instruction.

5 ALEKS® Mathematics: Creating Understanding. Raising Test Scores. www.aleks.com

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 the Assessment 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 can’t predict the sequence of questions or learn
the answers ahead of time. Therefore, assessment of the student’s 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 student’s level of
mastery of the objectives for each area of study. The student may then choose any
of these topics as an entry point into the Learning Mode.

Limitless Help and Practice

In the Learning 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 has
demonstrated 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 student’s
achievement and plan lessons and students groupings. It also allows you to generate
summaries for individual students—and for the entire class—so 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.

www.aleks.com ALEKS® Mathematics: Creating Understanding. Raising Test Scores. 6

ALEKS’ UNIQUE BENEFITS
No Guesswork

ALEKS’ Teacher Module is a powerful tool that enables you to gauge every
student’s achievement and plan lessons and students groupings. It also allows you
to generate summaries for individual students—and for the entire class—so 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 and
suggestions. It continually monitors and updates its map of the student’s
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 their
understanding 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,
anytime—at 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 it’s 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 aren’t those the results you want?

7 ALEKS® Mathematics: Creating Understanding. Raising Test Scores. www.aleks.com

ALEKS SUCCESS STORIES

DEFOREST AREA SCHOOL DISTRICT

DEFOREST, WISCONSIN

Challenging

“For students who are advanced and need a greater challenge, we’ve found this
program to be almost a godsend,” says Peter O’Neil, Director of Instruction. “Most
of our very capable students don’t 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 program’s great breadth. Students can explore and
master a wide range of disciplines.”

ALEKS’ constant reinforcement of concepts

“Students can work makes the program especially helpful, O’Neil
says. “Even the brightest students can
anywhere—in the classroom, misunderstand a concept and be stuck as they try
to move ahead. ALEKS helps them see where
the lab, and at home.” their specific knowledge gaps are and requires
students to clear them up. When students
demonstrate that they’ve closed the gap, they can go on in the program, ALEKS
makes sure they really have grasped a basic concept before they try something
new.”

O’Neil is also impressed with ALEKS’ flexibility, accessibility, and reasonable

cost. “The online feature is outstanding. The fact that it’s on the World Wide Web
makes it readily available, and students can work anywhere—in 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, O’Neil 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 O’Neil, Director of Instruction

DeForest Area School District
DeForest, Wisconsin
608.842.6532

www.aleks.com ALEKS® Mathematics: Creating Understanding. Raising Test Scores. 8

 ST. BERNARD’S SCHOOL
TRACY, CALIFORNIA

Relevant

“St. Bernard’s 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. We’ve 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 they’re
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 to
working with screens and monitors, and this program fits right into the way they
like to learn.”
“We have fifth and sixth
Abate applauds ALEKS’ design. “This isn’t a
graders who are doing algebra multiple choice program, and we like that.
Students can’t guess from a list of possible
and are very proud of what answers. They have to show that they really
‘get it.’ They must provide one right answer,
they’re accomplishing.” not take a stab at selecting the correct response
from a list. The way the program is
set 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. Bernard’s School
Tracy, CA
209.835.4560 Ext. 133

9 ALEKS® Mathematics: Creating Understanding. Raising Test Scores. www.aleks.com

 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 it’s 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 them—and 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
“The students like the program; know and what they might just think they
know.”
it helps them stay on task and
Elmore feels that some students achieve
it’s motivating.” higher gains if there is a teacher present to
enhance the program’s features. “We like
the “Explain button” and think it’s useful for many students. Our high-achieving
students do well on their own and don’t require a lot of guidance. However, we have
some students with serious skill deficits and language issues, and for them, we’ve
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

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 BYRON SYRING DELTA CENTER (INCLUDING MONTE VISTA ONLINE ACADEMY)
MONTE VISTA, COLORADO

Encouraging

“We’ve used ALEKS with both elementary and middle school students,” says Linda
Hinton, 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 center’s selection of ALEKS is its immediate
feedback. “Textbooks often don’t have enough examples and they’re primarily for
whole-class instruction. With ALEKS, students are able to see right away what they
don’t 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 center’s middle school

“Students get exactly the
lessons they need to
overcome their deficits.”
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 they’ve 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 class’s
average gain was 46 topics. It was a dramatic demonstration that math was
something they could do. They didn’t 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)

11 ALEKS® Mathematics: Creating Understanding. Raising Test Scores. www.aleks.com

 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 doesn’t allow students to fail. The program meets them where they are and takes
them where they need to go. But it doesn’t allow them to move on until they
demonstrate that they really understand a concept and can prove it through the
Assessment mode.”

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 they’re not only
figuring out the problems, but they’re also
“What we really like about discovering that math is something they can
understand.”
ALEKS is that it doesn’t
ALEKS is especially useful for teaching an entire
allow students to fail.” 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 us
the flexibility we need to answer their questions, whatever they are.”

Using ALEKS, students almost can’t 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, that’s not possible. The artificial intelligence engine
won’t 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
they’re doing that.”

Contact Information: William Romano

Akron Digital Academy
Akron City Schools
330.374.5590

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 IRVINE UNIFIED SCHOOL DISTRICT

IRVINE, CALIFORNIA

Focused

“We’ve been involved with ALEKS for a long time,” says Steve Garretson,
teacher and PC Support Manager. “We piloted the program eight years ago and
we’ve 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 haven’t been able to succeed on the math portion. “We don’t 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 doesn’t understand
a 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

“Cleaning up the deficiencies
track the progress of an entire class. “That’s
relieves a lot of testing stress.” invaluable,” Garretson says. “When you’re
preparing students for standardized testing,
it’s 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.

“We’ve had great success with ALEKS; the increases in our test scores have been
dramatic. We’ve 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)

13 ALEKS® Mathematics: Creating Understanding. Raising Test Scores. www.aleks.com

 WESTVIEW HIGH SCHOOL

AVONDALE, ARIZONA

Affirming

“Students don’t 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. That’s 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 weren’t impressed,” McDowell says. “ALEKS is
different. If the program is supported technologically, ALEKS works very well.”

McDowell manages Westview’s Integrated Algebra Laboratory. “The majority of

our 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 didn’t have go through all
that. Students remained in the Algebra I
“ALEKS teaches students to lab, and we simply moved them into the
content areas they needed. Of course, we
understand the concepts through had to see that they were awarded proper
credit, but it was much simpler than all
doing the work.”
those class changes. We also have some
homebound 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 doesn’t
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)

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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:
th th
• Targeted students who fell below the 20 and 75 percentile and were
monitored by the same teachers.
• Sites that had 2-3 sessions per week for 8-12 weeks.

The smallest gains were found in:

th
• Students already in the 90 percentile
• Sites where little follow-up and monitoring occurred.

THIRD GRADE -PERCENTILE RANKING POINTS INCREASE

15 ALEKS® Mathematics: Creating Understanding. Raising Test Scores. www.aleks.com

 FOURTH GRADE -PERCENTILE RANKING POINTS INCREASE

FIFTH GRADE -PERCENTILE RANKING POINTS INCREASE

12

10

ALEKS students

Non-ALEKS students

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 SIXTH GRADE -PERCENTILE RANKING POINTS INCREASE

SEVENTH GRADE -PERCENTILE RANKING POINTS INCREASE

12

10

ALEKS students

Non-ALEKS students

17 ALEKS® Mathematics: Creating Understanding. Raising Test Scores. www.aleks.com

 EIGHTH GRADE -PERCENTILE RANKING POINTS INCREASE

12

10

ALEKS students

Non-ALEKS students

AGGREGATE PERCENTILE RANKING POINTS INCREASE

14

12

10

ALEKS students

Non-ALEKS students

www.aleks.com ALEKS® Mathematics: Creating Understanding. Raising Test Scores. 18

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, the
results from the initial assessment are found in the column titled Entry 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.

Login Entry Exit Additional Topics

Name Grade
Hours Mastery Mastery 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 54
Student 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

Average Increase
Averages 4.6
46.5

19 ALEKS® Mathematics: Creating Understanding. Raising Test Scores. www.aleks.com

WESTVIEW HIGH SCHOOL

Results

Integrated Algebra IA/IB is a two-year Algebra I program. The A component is

the 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 district’s 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.

www.aleks.com ALEKS® Mathematics: Creating Understanding. Raising Test Scores. 20

 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 was
fulltime 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.

21 ALEKS® Mathematics: Creating Understanding. Raising Test Scores. www.aleks.com

 CRT INITIAL AND POST-ALEKS SCORES

50

45

40

35

30

25

20

15

10

CRT initial scores

CRT final scores

www.aleks.com ALEKS® Mathematics: Creating Understanding. Raising Test Scores. 22

ALEKS’ CURRENT COURSES

• 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.

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