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¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 35.7% of Exceptional Student Education students using Cognitive Tutor passed the FCAT versus 10.9% with a different curriculum; 27% versus 18.9% for limited English proficiency students. → Ritter 2007

Evidence¶

Ritter 2007¶

Ritter, S., Anderson, J. R., Koedinger, K. R., & Corbett, A. (2007). Cognitive Tutor: Applied research in mathematics education. Psychonomic Bulletin & Review, 14(2), 249-255. https://doi.org/10.3758/bf03194060

q2 · i? · review · r1

The same Miami-Dade analysis reported particularly dramatic findings for special populations: 35.7% of Exceptional Student Education Cognitive Tutor students passed the FCAT versus 10.9% with another curriculum; the article prints no effect size for this contrast.

"The study showed that 35.7% of students receiving Exceptional Student Education who use Cognitive Tutor passed the FCAT, in comparison with only 10.9% of such students who used a different curriculum."

Ritter 2007 (2)¶

Ritter, S., Anderson, J. R., Koedinger, K. R., & Corbett, A. (2007). Cognitive Tutor: Applied research in mathematics education. Psychonomic Bulletin & Review, 14(2), 249-255. https://doi.org/10.3758/bf03194060

q2 · i? · design · r2

The same district analysis reported that among students with limited English proficiency, 27% of Cognitive Tutor students passed the FCAT versus 18.9% of such students in another curriculum; no effect size is printed for this contrast.

"For students with limited English proficiency, 27% of Cognitive Tutor students passed the FCAT, as opposed to only 18.9% of such students in another curriculum."

Discussion¶

Related Claims¶

• Cognitive Tutor Algebra I students significantly outscored peers on standardized tests by about 0.3 SDs and by 85% on problem-solving and multiple-representation tests, with effect sizes of 0.7 to 1.2 SDs — related
• Cognitive Tutor® Algebra I shows no discernible effects on general mathematics achievement for secondary students — related