This study investigates the effects of Cognitive Tutor Bridge to Algebra (CTBA), a computer-assisted, remedial Algebra I curriculum, on mathematics performance and mathematics attitudes of ninth-grade students (n = 177) including English Learners (n = 78) and Economically Disadvantaged students (n = 93). A total of 95 students participated in CTBA and 82 received traditional instruction. Benchmark examinations, school district created tests based on the released California Standards Test's Algebra I questions, were used to monitor mathematics performance. The Fennema-Sherman Math Attitudes Scales were administered to evaluate changes in participants' attitudes. No statistically significant changes in mathematics performance or mathematics attitudes due to participation in CTBA were identified for English Learners and Economically Disadvantaged students. The findings suggest the need for further evaluation spanning two years at multiple sites. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]