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Effectiveness of Cognitive Tutor Algebra I at Scale
K-12 - Quantitative Research; John F. Pane, Beth Ann Griffin, and Rita Karam from RAND Corporation and Daniel F. McCaffrey from Educational Testing Service
This study examines the effectiveness of a technology-based algebra curriculum in two parallel experiments, one in 74 middle schools and one in 73 high schools. Participating schools were matched into similar pairs and randomly assigned to either continue with the current algebra curriculum for two years or to adopt Cognitive Tutor Algebra I (CTAI), which uses a personalized, mastery-learning, blended-learning approach. Analysis of posttest outcomes on an algebra proficiency exam finds no effects in the first year of implementation, but strong evidence in support of a positive effect in the second year. The estimated effect is statistically significant for high schools but not for middle schools; in both cases, the magnitude is sufficient to improve the average student's performance by approximately eight percentile points.
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