Identifying Growth Indicators for Low-Achieving Students in Middle School Mathematics

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Evaluation of the Relationship Between Literacy and Mathematics Skills As Assessed By Curriculum-Based Measures (2009, background): “These standards include five general math goals for children: to learn to value mathematics, to become confident in their ability to do mathematics, to become mathematical problem solvers, to learn to communicate mathematically, and to learn to reason mathematically (Foegen & Deno, 2001).”
An Exploratory Validation of Curriculum-Based Mathematical Word Problem-Solving Tasks as Indicators of Mathematics Proficiency for Third Graders (2005, methodology): “Results indicated that, although the internal consistency reliability coefficients for the WPS-Fluency task were somewhat lower than those reported in previous findings (e.g., Foegen & Deno, 2001; Helwig et al., 2002), the reliability of the WPS-Fluency measures increased when two probes were comb”
Using a Concept-Grounded, Curriculum-Based Measure in Mathematics to Predict Statewide Test Scores for Middle School Students with LD (2002, background): “Within mathematics, the work to date has been done almost exclusively with elementary-age children, with a focus on computational skills (Foegen & Deno, 2001).”
Progress Monitoring Measures in Mathematics (2007, unknown): “Foegen and her colleagues (Foegen, 2000; Foegen & Deno, 2001) examined a basic facts measure and an estimation measure, both developed using the robust indicators model.”