Carnegie Learning has made significant investments to evaluate the effectiveness of the Cognitive Tutor mathematics curricula. The reports published here provide information about this evaluative research, including an overall summary of findings, a reference guide to aid in interpreting results and reports summarizing individual studies. All results to date are reported — nothing has been excluded — reflecting our dedication to accuracy and objectivity in reporting results.
- Cognitive Tutor: Applied research in mathematics education (Adobe PDF)
- Evaluation Results Presentation (MS PowerPoint)
This PowerPoint presentation graphically illustrates the success of the Cognitive Tutor programs.
- Guide to Interpreting Evaluations (Adobe PDF)
This document provides background information on experimental design, comparisons, measures and other factors for understanding the validity of research programs such as for the Cognitive Tutor.
- Results Summary Report (Adobe PDF)
This report provides a short summary of key findings relating to the effectiveness of the Cognitive Tutors.
- CMU Research Results (Adobe PDF)
This report provides more detailed information about evaluations conducted by Carnegie Mellon University into the effectiveness of Cognitive Tutor Algebra I, Cognitive Tutor Geometry and Cognitive Tutor Algebra II.
REPORTS
This section includes short summaries of some of the evaluations of Cognitive Tutor curricula.
Kent School District (Adobe PDF)
WA, 2003, Algebra I, study of 779 students, urban public schools |
Miami-Dade County Public Schools (Adobe PDF)
FL, 2003, 6,395 students, urban public schools, mixed ethnicity |
Moore Independent School District (Adobe PDF)
OK, 2001, 1,035 students, urban public schools, mixed ethnicity |
El Paso Independent School District (Adobe PDF)
TX, 2001, Algebra I, large, urban schools; 90% Hispanic |
Canton City Schools (Adobe PDF)
OH, 2001, Algebra I, study of 293 students, large, urban schools; ~1/3 African-American |
The Colony High School (Adobe PDF)
TX, 2000, Algebra I, large, suburban school, 76% Caucasian |
Lewisville North High School (Adobe PDF)
TX, 2000, Algebra I, suburban school, 70% Caucasian |
Denver Public Schools (Adobe PDF)
CO, 2000, Algebra I, summer school, study of 233 students, large, urban schools; ~50% Hispanic |
San Francisco Unified School District (Adobe PDF)
CA, 2000, Algebra I, summer school, study of 212 students, large, urban schools, mixed ethnicity |
El Paso Independent School District; El Paso, TX (Adobe PDF)
TX, 2000, Algebra I, large, urban school; 90% Hispanic |
Milwaukee Public Schools (Adobe PDF)
WI, 1997, Algebra I, study of 94 students, large, urban schools, largely African-American |
Pittsburgh Public High Schools (Adobe PDF)
PA, 1995, Algebra I, study of 454 students, large, urban schools; ~50% African-American |
Pittsburgh Public High Schools (Adobe PDF)
PA, 1994, Algebra I, study of 625 students, large, urban schools; ~50% African-American |
FULL EVALUATION STUDIES
This section contains complete descriptions of research studies, including extensive dscriptions of the study design, procedures and statistical analysis.
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"The program is wonderful. I like the ease with which I can go from the teacher program to the student program. The skills presented are supported by many examples. The graphs are very helpful and the color is beautiful. The problem solving situation for each objective is not too difficult for students, because they are led step by step to completion of the solution."
Homeschool Algebra I Teacher
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