Algebra Screening and Progress Monitoring (ASPM)
From 2011-2015, the Algebra Screening and Progress Monitoring (ASPM) project worked with 39 teachers, 5,269 students across 13 buildings in four states to:
Revise and refine three procedural measures
Develop and test three conceptual measures
Examined the technical adequacy of six different types of algebra measures
We invite you to explore the ASPM pages to learn more about the project and how these measures might be useful in your classroom, building, or district.
About the Project
Purpose
Proficiency in algebra is a critical building block for post-secondary education and higher-wage jobs, as well as the nation’s competitiveness in science, technology, engineering, and mathematics. Algebra competence is a particular concern for secondary students with disabilities, who are participating in general education mathematics courses in growing numbers and facing curriculum standards and graduation requirements that demand mastery of algebra. Empirical evidence suggests positive effects on elementary students’ achievement in reading and mathematics when teachers use frequent progress monitoring to inform instruction. Unfortunately, comparable monitoring measures for advanced mathematics topics are not widely available.
The purpose of ASPM was to develop a series of algebra screening and progress monitoring measures intended to enable teachers of students with disabilities to better monitor students’ learning in algebra. The research team developed and tested an online progress monitoring assessment system that monitors progress in algebra, primarily for students with learning disabilities.
Activities
The screening and progress monitoring measures were developed and tested with four cohorts of general and special education teachers and more than 2,500 students learning algebra in high school settings. The research team evaluated six types of algebra measures for screening and progress monitoring of students with or at risk for disabilities.
First, the team developed two new algebra measures targeting conceptual understanding and problem solving. Second, the researchers evaluated these measures, along with four previously developed algebra measures, to assess their technical adequacy (reliability and validity) as screening instruments and as progress monitoring tools. The researchers then finalized all of the measures and prepared them for dissemination.
Products
The products of this project include a fully developed algebra screening and progress monitoring assessment system, evidence of technical adequacy of the measures, and published papers and presentations.