Effectiveness of Cognitive Tutor Algebra I at Scale

This article examines the effectiveness of a technology-based algebra curriculum in a wide variety of middle schools and high schools in seven states. Participating schools were matched into similar pairs and randomly assigned to either continue with the current algebra curriculum for 2 years or to...

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Bibliographic Details
Published in:Educational evaluation and policy analysis 2014-06, Vol.36 (2), p.127-144
Main Authors: Pane, John F., Griffin, Beth Ann, McCaffrey, Daniel F., Karam, Rita
Format: Article
Language:English
Subjects:
Alabama
Algebra
Blended Learning
Cognitive style
Comparative Analysis
Computer Assisted Instruction
Computer software
Connecticut
Control groups
Curricula
Educational Technology
High school students
High Schools
Instructional Effectiveness
Kentucky
Learning
Louisiana
Mastery Learning
Mathematical Concepts
Mathematics Achievement
Mathematics Curriculum
Mathematics education
Mathematics Instruction
Michigan
Middle Schools
New Jersey
Posttests
Pretests
Program Effectiveness
Secondary school curricula
Secondary schools
Student Characteristics
Teaching Methods
Texas
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Summary:This article examines the effectiveness of a technology-based algebra curriculum in a wide variety of middle schools and high schools in seven states. Participating schools were matched into similar pairs and randomly assigned to either continue with the current algebra curriculum for 2 years or to adopt Cognitive Tutor Algebra I (CTAI), which uses a personalized, mastery-learning, blendedlearning approach. Schools assigned to implement CTAI did so under conditions similar to schools that independently adopt it. Analysis of posttest outcomes on an algebra proficiency exam finds no effects in the first year of implementation, but finds evidence in support of positive effects 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 median student's performance by approximately eight percentile points.
ISSN:0162-3737
1935-1062
DOI:10.3102/0162373713507480