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ERIC Number: EJ1024233
Record Type: Journal
Publication Date: 2014-Jun
Pages: 18
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0162-3737
Effectiveness of Cognitive Tutor Algebra I at Scale
Pane, John F.; Griffin, Beth Ann; McCaffrey, Daniel F.; Karam, Rita
Educational Evaluation and Policy Analysis, v36 n2 p127-144 Jun 2014
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, blended-learning 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.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Reports - Research; Journal Articles
Education Level: Middle Schools; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama; Connecticut; Kentucky; Louisiana; Michigan; New Jersey; Texas
IES Funded: Yes
Grant or Contract Numbers: R305A070185
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations