This study evaluated students' achievement in solving math word problems using
a diagramming technique. Using a quasi-experimental experimental pretest-posttest
research design, quantitative data were collected from 172 grade 11 Hispanic English
language learners (ELLs) and African American learners whose first language is English
(EFLLs) in 18 classes at an inner city high school in Northern New Jersey. There were 88 control and 84 experimental students. The pretest and posttest of each participating
student and samples of the experimental students' class assignments provided the
qualitative data for the study.