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Relative Contribution of Progress Monitoring Strategies, Student Characteristics, and Program Variables to Instructional Outcomes in Resource Programs.
Kim, Dong-il; And Others – Diagnostique, 1993
This study of 343 elementary school students with learning disabilities examined whether different approaches to teachers' use of progress monitoring data related to differences in achievement. Achievement differences were not found to relate to varying data utilization approaches. The two factors consistently related to student reading progress…
Descriptors: Academic Achievement, Data Analysis, Elementary Education, Formative Evaluation