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Kenneth Travers Metcalf, Lawrence Andrew 2015-09-25T19:52:59Z 2015-09-25T19:52:59Z 10000-01-01 2002 2002 Psychometric analyses show that intended and implemented curriculum matters, and that it affects the student achievement (attained curriculum). Curricular implications show the need for curriculum policy makers to reduce tracking practices and to provide an enriched, rigorous curriculum to all students. Made available in DSpace on 2015-09-25T19:52:59Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3070030.pdf: 6427292 bytes, checksum: 8758e1c23d51867a9b68a559b217dd0c (MD5) Previous issue date: 2002 Embargo set by: Seth Robbins for item 80967 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 130 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2002. http://hdl.handle.net/2142/79685 (MiAaPQ)AAI3070030 eng Psychology, Psychometrics Curriculum -Sensitive Assessment: A Psychometric Study of Tracking as a Distributor of Opportunity to Learn High School Mathematics text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.