aleks - success in k12 testing - august 2008

8/14/2019 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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www.aleks.com ALEKS Mathematics: Creating Understanding. Raising Test Scores. 2

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


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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

0

5

10

15

20

25

30

40

35

45

50


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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.



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Better Math Scores

714-245-7191 | www.aleks.com | [email protected]

aleks - success in k12 testing - august 2008

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