A Longitudinal Study of Math Achievement Gains for Initially Low Achieving Students

Cody S. Ding; Mark L. Davison

doi:10.1016/j.cedpsych.2004.06.002

A Longitudinal Study of Math Achievement Gains for Initially Low Achieving Students

University of Missouri-St. Louis

Research output: Contribution to journal › Article › peer-review

Original language	American English
Journal	Contemporary Educational Psychology
Volume	30
DOIs	https://doi.org/10.1016/j.cedpsych.2004.06.002
State	Published - Jan 1 2005

Disciplines

Psychology
Curriculum and Instruction

Access to Document

10.1016/j.cedpsych.2004.06.002License: Unspecified

Cite this

@article{4ed3c26c61e74b61ae624b1f1420464f,

title = "A Longitudinal Study of Math Achievement Gains for Initially Low Achieving Students",

author = "Ding, {Cody S.} and Davison, {Mark L.}",

note = "Standardized testing has been implemented in most school districts as part of an effort to improve student achievement in mathematics, reading, scienc...",

year = "2005",

month = jan,

day = "1",

doi = "10.1016/j.cedpsych.2004.06.002",

language = "American English",

volume = "30",

journal = "Contemporary Educational Psychology",

}

TY - JOUR

T1 - A Longitudinal Study of Math Achievement Gains for Initially Low Achieving Students

AU - Ding, Cody S.

AU - Davison, Mark L.

N1 - Standardized testing has been implemented in most school districts as part of an effort to improve student achievement in mathematics, reading, scienc...

PY - 2005/1/1

Y1 - 2005/1/1

UR - https://www.sciencedirect.com/science/article/pii/S0361476X04000396#!

U2 - 10.1016/j.cedpsych.2004.06.002

DO - 10.1016/j.cedpsych.2004.06.002

M3 - Article

VL - 30

JO - Contemporary Educational Psychology

JF - Contemporary Educational Psychology

ER -

A Longitudinal Study of Math Achievement Gains for Initially Low Achieving Students

Disciplines

Access to Document

Other files and links

Cite this