WWC review of this study

Addendum to effectiveness of Cognitive Tutor Algebra I at scale (Working Paper WR-1050-DEIES) (high school experiment).

Pane, J. F., Griffin, B. A., McCaffrey, D. F., & Karam, R. (2014). Santa Monica, CA: RAND Corporation. Retrieved from: https://eric.ed.gov/?id=ED559621

  • Randomized controlled trial
     examining 
    5,738
     Students
    , grades
    9-12

Reviewed: June 2016

Study sample characteristics were not reported.
No statistically significant positive
findings
Meets WWC standards with reservations

Reviewed: October 2015

Mathematics achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

CTR/McGraw-Hill Algebra Proficiency Exam

Cognitive Tutor® Algebra I vs. Business as usual

Posttest

High school cohort 2;
5,738 students

N/A

N/A

No

--
More Outcomes

CTR/McGraw-Hill Algebra Proficiency Exam

Cognitive Tutor® Algebra I vs. Business as usual

Posttest

High school cohort 1;
5,328 students

N/A

N/A

No

--

Characteristics of study sample as reported by study author.


  • 9% English language learners

  • 41% Free or reduced price lunch
  • Race
    Asian
    2%
    Black
    37%
    White
    49%
  • Ethnicity
    Hispanic
    12%
    Not Hispanic
    88%

  • Rural, Suburban
    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
    • L
    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
    • r
    • s
    • t
    • u
    • x
    • w
    • y

    Alabama, Connecticut, Kentucky, Louisiana, Michigan, New Jersey, Texas
 

Your export should download shortly as a zip archive.

This download will include data files for study and findings review data and a data dictionary.

Connect With the WWC

loading
back to top