As can be seen from the bar graph in this section each individual student improved as well. The smallest improvement was student E who only improved 5% but she scored very high on the pre-assessment. I would like to note that when I analyzed the individual questions she improved her score from a 1 to a 3 on question 7 of the post assessment (which corresponds to question 6 on the pre assessment). She also dropped from a score of 3 to a score of 2 on question 3 on the post assessment (question 2 on the pre-assessment), but I believe this was a counting error and not a conceptual misunderstanding. The largest gain was made by student A who improved 68% This student struggled with turning in homework, but did well on all formative assessments and clearly did well on the post-assessment. From this representation of the data I can clearly see that all of my students improved. Student J did not meet my goals and objectives, but he did improve 47%. He was one of my two IEP students, and he did receive extra time on the exam and extra assistance with homework assignments. He often came in at lunch time or after school to receive help as well. This student has trouble focusing and has an IEP that allows him more time on tests. I granted him the extra time, but I think he may have gotten frustrated and quit trying on the test. He skipped questions that I know he knows how to do because I have seen him do it beofre. Even though he did not meet all of the goals and objectives he did meet some of them and did show great gains in learning. He met the overall objective of drawing a graph from and equation, writing an equation in slope-intercept form from key information, and the objective of writing a linear equation based on a real world scenario. He met 3 out of 5 overall objectives for the unit, and I truly believe that with a bit more work he could meet all of them. All of my 12 students we in attendance for the pre and post assessments.