No statistically significant positive
findings
Meets WWC standards without reservations
For:
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Grant Competition (findings for Cognitive Tutor Algebra I)
Rating:
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Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Algebra outcomes—Statistically significant positive effect found for the domain
Outcome measure
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Comparison
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Period
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Sample
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Intervention mean
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Comparison mean
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Significant?
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Improvement index
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Evidence tier
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CTB/McGraw-Hill Algebra Proficiency Exam
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Cognitive Tutor Algebra I vs.
Business as usual
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Cohort 1 only;
5,328 students
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N/A
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N/A
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No
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--
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CTB/McGraw-Hill Algebra Proficiency Exam
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Cognitive Tutor Algebra I vs.
Business as usual
|
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Cohort 2 only;
5,738 students
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N/A
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N/A
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No
|
--
|
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Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Characteristics of study sample as reported by study author.
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Rural, Suburban, Urban
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Connecticut, Kentucky, Louisiana, Michigan, New Jersey, Texas
Setting
The study took place in Algebra I classes in 73 public and parochial high schools from 6 states, including Texas, Connecticut, New Jersey, Michigan, Kentucky, and Louisiana.
Study sample
School-level data were available for 33 treatment group schools and 35 comparison group schools. Schools in the treatment group had an average school size of 825 students. The majority of the students were either black (41%) or white (45%). Forty-four percent were eligible for free or reduced-price lunch and 9% were classified as English-learner.
Schools in the comparison group had an average school size of 852 students. The majority of the students were either black (34%) or white (52%). Thirty-eight percent were eligible for free or reduced-price lunch and 9% were classified as English-learner.
Intervention Group
Cognitive Tutor Algebra I (CTAI) is a technology-based, first-year algebra curriculum that uses a personalized, mastery-learning, blended-learning (a mix of online and classroom-based learning) approach designed to develop students' algebraic problem-solving skills. The course includes traditional textbooks and workbooks as well as automated software that provides self-paced, individualized instruction. It is recommended that students spend 2 days per week using the software and 3 days per week in classroom activities guided by the teacher and the textbook. The software was designed to provide students with real-world problem-solving situations and is aligned with standards established by the National Council of Teachers of Mathematics. Students' use of the software is self-paced and the student experience is shaped by their mastery of the material.
Comparison Group
Schools in the comparison condition utilized their existing algebra curriculum, generally published by Prentice Hall, Glencoe, and McDougal Littell, during the two-year study period.
Support for implementation
Teachers received 4 days of training on the Cognitive Tutor Algebra I curriculum and instructional process, embedded in the software. Teachers attended a 3-day session prior to the start of the school year, and a 1-day training session during the school year. During the 3-day training, teachers received an introduction to the curriculum materials, tutoring software, and teacher instructional tools. Teachers are provided with guidance on how to implement the curriculum and suggestions of strategies for effective questioning techniques, as well as instruction on how to use data from the software to better tailor their instruction. During the follow-up training day in the school year, professional development staff observe classrooms and offer recommendations to improve implementation. Teachers received a set of training materials, an implementation guide, and various resources and assessments as part of the intervention group.