Abstract
A fully integrated and responsive instructional management system, based upon a continuing analysis of data, is necessary if the “whole is to be greater than the sum of its parts”. This outcome‐based system (in this case for the management of mathematics instruction) consists of: (1) An empirically validated curriculum for mathematics instruction, pre‐school through algebra (quadratic equations); (2) Individual assessment and criterion referenced evaluation instruments (pre‐test, post‐test, placement, cumulative review tests) for all 231 clusters of skills and mathematical concepts, that have been established for validity, reliability, item discrimination and efficiency; (3) A hierarchy of mathematical objectives that graphically displays all skills and concepts and describes the dependency and prerequisite relationships found among the objectives; (4) Computer management software that: maintains an individual history for each student in the programme; identifies objectives in greatest demand; identifies each student′s changing eligibility; matches and optimises individual eligibilities with programme options; monitors each student and signals anomalies if and when an individual student exceeds a historically generated norm.
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