CARNEGIE LEARNING RESEARCH & RESULTS

Success in Kentucky

In 2007, Cognitive Tutor® software was among nine math programs evaluated by the Kentucky Committee for Mathematics Achievement, and the only one to receive the top ranking in every category in the Committee's assessment of intermediate and middle grades math intervention programs.

In 2008 the Kentucky Math Pilot program, which Carnegie Learning was asked to participate in, released data related to ITBS scores. The result? The Cognitive Tutor® software was shown to increase student's test scores on the ITBS by almost a full grade level over the course of a year - almost twice the results of the nearest participating competitor.

Success in Florida

The students of Doral Academy High School in Miami Dade, Florida were struggling with their comprehension of math, and showed a lack of motivation to learn. Carnegie Learning® Algebra I and Geometry curricula was first implemented in the 2005-2006 school year, using the 60/40 blended model as their core curricula. This is where 60% of the class time was spent on teacher guided instruction, and 40% of the class time was spent doing student self-directed learning. The implementation was continued throughout the 2006-207 school year, and the 2007-2008 school year.

Results:

• For 11th and 12th grade testing, 87% of the students tested met graduation requirements in math.
• In the 2006-07 school year, 81% of the students in the lowest 25% of the school made learning gains in math.
• In math score improvements:
  • 9th grade students improved math scores from 50% in 2003 to 82% in 2007
  • 10th grade students showed a 15% gain, achieving math proficiency at 82%

Success in Mississippi

North Forrest High School implemented Carnegie Learning® Adaptive Math Software as a supplemental solution to help raise test scores on their state assessment, the Subject Area Testing Program, for Algebra I. The difficulty level for Algebra I had increased on the SATP, and the pass rate in schools decreased from 90.8% the previous year to 71.8%. Students were enrolled for 90 minutes per week in the Cognitive Tutor® software where they where assigned a given number of units and a time frame for completing them. With some students working faster than others, this was a great way for students to work at their own pace and give the teacher the freedom to move students around within the software according to their curriculum needs.

Carnegie Learning helped provide each student with opportunities for intellectual stimulation, self realization, and emotional growth in an effort to prepare them for an ever changing society, all in accordance with Forest County’s mission statement. “Students are challenged through a series of problems and with each problem, students become more confident in their abilities to do math”, says teacher Jessica Tutor. “After a year of working with Carnegie Learning Adaptive Math Solutions, my students’ tackle problems head on instead of running from them.” At the end of the 2007-2008 school year, 80% of students performed advanced or proficient, outperforming students in other schools in Mississippi.

The pass rate on the SATP for Algebra I increased from 64.2% in the 2006-2007 school year to 94% in the 2007-2008 school year.

Success in Louisiana

In 2006, Louisiana’s public schools began to administer the Integrated Louisiana Educational Assessment Program (iLEAP) to public school students in grades 3, 5, 6, 7, and 9. This exam is aligned to state content standards and student results are expressed in terms of the state’s performance standards, achievement levels ranging from Unsatisfactory to Advanced.

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).

Krista Majors, a lead math teacher at Franklin Senior High School, set up a pilot class of students who would use Carnegie Learning Bridge to Algebra, and a control group who were mixed in with the regular school population. According to Majors, the results speak for themselves:

"Students who were enrolled in the pilot class "caught up" with their peers enrolled in regular classes during the first year. They maintained that gain into the second year even though they were no longer enrolled in Carnegie classes. Most students in the control group, who were mixed in with the regular population, either stayed the same or fell further behind."