Let me discuss some implications and, especially, cautions. This is only a first step for us looking at calculator use in LEP student problem solving achievement. First of all, obviously teachers' attitudes and teachers' instruction relate to calculator use and student attitudes. Some of the preliminary work we've done already has found a very clear distinction that teacher attitude obviously impacts the amount of calculator use in instruction. Another thing that we've found out from our interviews is that student's attitudes toward calculators obviously impacts that as well.
Some students still feel that when they use a calculator it's cheating.
So they have a tendency not to use this and then at the same time, we've obviously had to deal with parent attitudes. You can imagine when you're implementing an innovation in a school district to 7,000 students, their parents are going to be very concerned. You can imagine there are many parents who were very hostile toward calculators in the schools. There are other kinds of things that we need to look that deal with quality issues. It actually deals with some of the measurement issues as well.