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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.

• NEW! Cognitive Tutor Effectiveness (PDF)
  An Executive Summary of Carnegie Learning's Research
• NEW! 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