Cognitive Tutor® Algebra I shows no discernible effects on general mathematics achievement for secondary students¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the one qualifying study (Shneyderman, 2001; 658 students), the impact on general mathematics achievement was neither statistically significant nor substantively important. → Cognitive Tutor® 2016

Evidence¶

Cognitive Tutor® 2016¶

Cognitive Tutor®. (2016). WWC Intervention Report: Cognitive Tutor®, Secondary Mathematics. What Works Clearinghouse, U.S. Department of Education. https://www.carnegielearning.com

q2 · i? · causal · r?

WWC review of one quasi-experimental study in six senior high schools in Miami–Dade County Public Schools, including 658 students in six schools. The finding was "no statistically significant difference," the effect size was below the 0.25 substantively-important threshold, and equivalence was not tested, yielding a no-discernible-effects rating with small extent of evidence.

"Shneyderman (2001) reported, and the WWC confirmed, no statistically significant difference between the Cognitive Tutor® Algebra I and comparison groups on the general mathematics achievement domain."

Discussion¶

Related Claims¶

• Cognitive Tutor® Algebra I has mixed effects on algebra outcomes for secondary students, with an average improvement index of +4 percentile points across five studies — related
• In Miami-Dade County, Cognitive Tutor Algebra I students significantly outscored peers on the 2003 FCAT, with especially large pass-rate differences for Exceptional Student Education and limited-English-proficiency students — related
• Learning benefits of Cognitive Tutor interactivity are supported to varying extents by a growing body of experimental studies — reports the opposite