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Home » Research » Research Reports

 

We are continually evaluating the effectiveness
of our 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.

• Intervention Report: Carnegie Learning Algebra I Curriculum
  This Intervention Report was produced by Carnegie Learning. The document’s content reflects all of the What Works Clearinghouse’s evaluations of Carnegie Learning’s Algebra I curriculum. This report includes only studies reviewed by the What Works Clearinghouse and exactly what the What Works Clearinghouse included in their reports. Carnegie Learning Curricula and Cognitive Tutor® was found to have potentially positive effects on mathematics achievement for students using Algebra I.
• (LA) St. Mary Parish Raises Test Scores
  Students at Franklin Senior High School in St. Mary Parish School District participated in a Pilot Study sponsored and funded by the Louisiana State Department of Education. The goal of this study was to help students with Algebra readiness. Franklin Senior High School began to use Carnegie Learning Bridge to Algebra as a "catch-up" program for students who failed the 8th grade exit exam (Approaching Basic or Unsatisfactory).
• (KY) Carnegie Learning's Cognitive Tutor Software Inspires Students to Volunteer to Work on Math Skills
  The mission at Madison Middle School is: "Maintaining the highest goals and standards in a positive learning environment, motivating one another to achieve his or her fullest potential, and sharing the responsibility of education among students, teachers, parents, and community."
• (KY) Carnegie Learning Delivers Differentiated Instruction and Individualized Learning Paths That Empower Students to Succeed in Math
  As part of a district-wide pilot program initiated by the Commonwealth of Kentucky, Foley Middle School, in the Madison County School District, began integrating Carnegie Learning's Bridge to Algebra software into its 6th grade math classes at the start of the 2006-2007 school year.
• Cognitive Tutor Effectiveness (PDF)
  An Executive Summary of Carnegie Learning's Research
• Carnegie Learning Research References (PDF)
• Cognitive Tutor: Applied research in mathematics education (PDF)
• Evaluation Results Presentation (PowerPoint)
  This PowerPoint presentation graphically illustrates the success of the Cognitive Tutor programs.
• Guide to Interpreting Evaluations (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.
• CMU Research Results (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.

Summary Reports

This section includes short summaries of some of the evaluations of Cognitive Tutor curricula.

• Miami-Dade Charter High Schools (PDF)
  FL, 2008, Algebra I/Geometry/Math Prep FCAT, study of 4 Charter High Schools in Miami-Dade County.
• Kent School District (PDF)
  WA, 2003, Algebra I, study of 779 students, urban public schools
• Miami-Dade County Public Schools (PDF)
  FL, 2003, 6,395 students, urban public schools, mixed ethnicity
• Moore Independent School District (PDF)
  OK, 2001, 1,035 students, urban public schools, mixed ethnicity
• El Paso Independent School District (PDF)
  TX, 2001, Algebra I, large, urban schools; 90% Hispanic
• Canton City Schools (PDF)
  OH, 2001, Algebra I, study of 293 students, large, urban schools; ~1/3 African-American
• The Colony High School (PDF)
  TX, 2000, Algebra I, large, suburban school, 76% Caucasian
• Lewisville North High School (PDF)
  TX, 2000, Algebra I, suburban school, 70% Caucasian
• Denver Public Schools (PDF)
  CO, 2000, Algebra I, summer school, study of 233 students, large, urban schools; ~50% Hispanic
• San Francisco Unified School District (PDF)
  CA, 2000, Algebra I, summer school, study of 212 students, large, urban schools, mixed ethnicity
• El Paso Independent School District; El Paso, TX (PDF)
  TX, 2000, Algebra I, large, urban school; 90% Hispanic
• Milwaukee Public Schools (PDF)
  WI, 1997, Algebra I, study of 94 students, large, urban schools, largely African-American
• Pittsburgh Public High Schools (PDF)
  PA, 1995, Algebra I, study of 454 students, large, urban schools; ~50% African-American
• Pittsburgh Public High Schools (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 descriptions of the study design, procedures and statistical analysis.

• Intelligent Tutoring Goes To School in the Big City (PDF)
  International Journal of Artificial Intelligence in Education (1997), 8,30-43
• The Morgan and Ritter Evaluation (PDF)
  An experimental study of the effects of Cognitive Tutor, May 16, 2002
• Miami-Dade County Public Schools Study (PDF)
  The Reliability Group, May 2004