Since the inception of NCLB, success in standardized testing has be­come an essential measure of educational achievement in American schools. For those students who are viewed as At-Risk (low socio-economic status, ethnic minorities, learning-challenged, etc.) new instructional strategies must be implemented in order to improve testing performance. This struggling population of learners demands change in our approach to addressing their remedial needs. Using a longitudinal study, this book provides research on students in a public high school setting. The subjects participated in a pilot...