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Document Type

Article

Abstract

To truly accelerate students in science and mathematics at the secondary level, we must be able to predict success in science and mathematics before the student progresses too far in the accelerated course sequence.

Publication Date

December 1964

Journal Title

Iowa Science Teachers' Journal

Volume

2

Issue

2

First Page

33

Last Page

35

Copyright

© Copyright 1964 by the Iowa Academy of Science

Language

en

File Format

application/pdf

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