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.

Reviewed: October 2015

No statistically significant positive
findings
Meets WWC standards with reservations
General Mathematics Achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

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
 

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

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