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In U.S. schools, students must pass statewide competency tests to graduate from high school. In this article, the authors summarize the development and testing of a program implemented to improve the skills of students failing to "make the grade" on these high-stakes tests. District personnel randomly assigned twenty-eight students who previously failed the math test to participate in an experimental (Arizona Instrument to Measure Standards [AIMS]) or control math class. The AIMS group used a computerized tool to generate multiple-choice problems for students to practice the content of the state's competency test. Eight AIMS students (57 percent) and two control students (14 percent) passed the retest. The outcomes offer promise for schools looking for evidence-based solutions to problems related to increasing numbers of students experiencing difficulties with high-stakes assessments.
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Springer et al. (2007) studied this question.
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