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Transformational Professional Development: Teacher Learning Through a Bifocal Lens (2011)

Reports

The K–8 Math Alliance was led by the Green River Regional Educational Cooperative (GRREC) with the goal of providing a comprehensive solution to raising student math achievement in the south central Kentucky region over a three-year period. The group focused on improving teachers’ beliefs and attitudes toward mathematics and increasing teachers’ mathematical knowledge. Educators participated in a variety…

Effectiveness of Cognitive Tutor Algebra I at Scale

Reports

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…

Evaluation Study: Miami-Dade County Public Schools

Reports

This evaluation of the 2002-2003 Cognitive Tutor Algebra I Program was designed to explore relationships between Algebra I Cognitive Tutor and student’s resulting FCAT and final grade performance, as well as administrators’ and teachers’ opinions about the program. This evaluation analyzed the final grades and Florida Comprehensive Assessment Test (FCAT)…

Evaluation Study: Intelligent Tutoring Goes to School in the Big City

Reports

This paper reports on a large-scale experiment introducing and evaluating intelligent tutoring in an urban high school setting. Critical to the success of this project has been a client-centered design approach that has matched our client's expertise in curricular objectives and classroom teaching with our expertise in artificial intelligence and cognitive psychology. The Pittsburgh Urban…

Research Summary: Kent School District, WA, 2003

Reports

This report summarizes data on the use of Cognitive Tutor Algebra I in the Kent, Washington Public Schools during the 2002-03 school year. Dr. Gary Plano of Seton Hall University conducted an independent study examining the effectiveness of Cognitive Tutor versus conventional curricula. The study compared pre- to post-test gains…

Research Summary: Miami-Dade County Public Schools, FL, 2003

Reports

This report summarizes data on the use of Cognitive Tutor Algebra I in the Miami-Dade County Public Schools. During the 2002-03 school year, the district commissioned an independent research study by the Reliability Group examining the effectiveness of Cognitive Tutor versus conventional curricula. The study compared FCAT performance for 6,395…

Research Summary: Moore Independent School District, OK, 2001

Reports

This report summarizes data about the use of Cognitive Tutor Algebra I in the Moore Independent School District during the 2000-01 school year. The district evaluated the curriculum using a true experimental design, with students randomly assigned to either the Cognitive Tutor or a traditional curriculum. Some teachers taught both Cognitive Tutor and traditional…

Research Summary: El Paso Independent School District, TX, 2001

Reports

In Fall 2001, Cognitive Tutor Algebra I was used in seven schools for students who had previously failed Algebra I. An additional two schools used a traditional curriculum for similar students. Six of the seven schools using Cognitive Tutor had used a traditional curriculum the previous year for similar students. These data allow us…

Research Summary: Canton City Schools, OH, 2001

Reports

During the 2000-01 school year, students attending the Freshman Academy in Canton City Schools used either Cognitive Tutor Algebra I or Interactive Mathematics Program® (IMP) curriculum in their math courses. Course passing rates were higher among the students using the Cognitive Tutor than the IMP students. Additionally, student and teacher surveys indicate that both students…