Since the passing of No Child Left Behind act of 2001, there have been concerted efforts to increase achievement in algebra as a part of the general requirement of meeting the annual yearly progress (AYP). The challenge has been particularly tough on schools with predominantly low income students who have found it particularly difficult improving students’ achievement. This work was carried out in schools with predominantly low income students with an aim of zeroing in on instructional strategies that proved effective in improving student algebra achievement. The study was done in the 2007 school year in the initial stages of the implementation of the instructional strategies that were studied. These instructional strategies were implemented by classroom teachers preparing students for the state algebra 1 achievement exam also known as the Gateway exams of the Tennessee Comprehensive assessment program. In the last few years, Nashville has been nationally recognized for its...
