Diagnostic

Abstract

The first step in preparing middle school students to enroll in and successfully complete Algebra is to accurately diagnose their abilities and skills pertaining to those deemed necessary to be considered “ready for algebra.” Diagnosing students’ algebra-readiness for the purpose of providing targeted remediation has been regularly missing from instructional strategies in recent years. Often times, such determinations – if made at all – have been conducted too late to provide students with the individual supports that they need to become algebra ready. No Child Left Behind (NCLB) has led the way in promoting accountability and achievement for students with varying backgrounds, motivational levels, and abilities. However, under NCLB, states vary considerably in assessment standards, requirements, and proficiency determinations. Also, although its intentions are noble, NCLB, as it relates to middle school math, does not focus enough on the skills needed for algebra as suggested by the NMAP. In its final report, the NMAP suggested that state assessments for students through Grade 8 focus on and adequately represent the Panel’s Critical Foundations for Algebra.