A challenge at a handful of Title I middle schools http://privatetutoring.us/ in the Baltimore Count...

1. Baltimore county schools get an edge in Algebra: cognitive
tutor boosts middle school scores by a factor of three.
A challenge at a handful of Title I middle schools http://privatetutoring.us/ in the Baltimore County
Public School (BCPS) system three years ago was to figure out a way to help underperforming math
students, says Patricia Baltzley, Director of Mathematics Pre K-12.
"For three out of four of our Title I middle schools, we had final exam data that showed our students
weren't performing up to par," she recalls. "We had tried different approaches but, really, the
algebra scores were not improving at these schools. In fact, nothing we were doing with our
curriculum was getting the scores to move until we introduced Carnegie Learning's Cognitive Tutor
Algebra software program."
"The Cognitive Tutor Algebra software program was part of a systemwide, data-based enhancement
of the county's curriculum under the leadership http://www.tutorselect.com/find/math/tutors of
BCPS Superintendent Dr. Joe A. Hairston and Deputy Superintendent for Curriculum and Instruction
Dr. Christine Johns. Using high-tech software to supplement curriculum improvements, the school
system has focused on attaining across-the-board student achievement among even the most
challenging pupil populations."
"The result," she adds, "is that the scores of our final exams have climbed tremendously from a 26-
percent pass rate to an 80-percent pass rate. It's been a godsend to those students. We have also
seen a significant improvement in the pass rate for Algebra on our state assessments. In fact, at
these three schools, there was an average increase of 20% more students passing the high school
assessment in Algebra in 2004 than in 2003."
With the software-based program, the Baltimore County middle school students receive the benefits
of a problem solving approach to Algebra I, individualized, computerized instruction, ample practice,
immediate feedback and coaching. "Just-in-time" help, "On-demand" help, and positive reinforcement
put students in control of their own learning and help to keep them on task. This supports better
classroom interaction too, because teachers can spend more time with students who need additional
intervention.
"It is a very motivating program, very problem based," says Baltzley. "Its approach makes it very real
and interactive for the kids. They deal with a problem that unfolds and use more and more of the
algebra as they progress. This program approaches Algebra from a different viewpoint that requires
more hands-on experiences and more cooperative learning."

2. But the Cognitive Tutor is more than Just a high-tech software program that keeps students tied to
the computer screen. Each curriculum--including Algebra I, Geometry, Algebra II, Integrated Math
Series and Quantitative Literacy Through Algebra--combines software-based, individualized
computer lessons with collaborative, real-world problem-solving activities. Students spend only
about 40 percent of their class time using the software, and the balance of their time engaged in a
whole class, problem-solving mathematics curriculum.
The software component allows students to work at their own pace. The system is built on cognitive
models, which represent the knowledge a student might possess about a given subject. The software
assesses the prior mathematical knowledge of students on a step-by-step basis and presents
curricula tailored to their individual skill levels.
Significantly, the program is suited for all students, says Baltzley. At the three middle schools where
the program has been implemented, all students--from academic classes to gifted-and-talented
students to special education classes--are using and benefiting from the program, she says. "The
computer labs are always packed after school with students working on the Cognitive Tutor," she
says.
One reason is that the textbook and classroom activities parallel and extend the development of
concepts in the software, emphasizing written analyses and classroom presentations. Students
engage in problem solving and reasoning, and communicate using multiple representations of math
concepts. The textbook provides an opportunity for analysis, extended investigation, and the
exploration of alternate solution paths.
"We have implemented the program at two of our high schools and are considering implementing
the program in other schools where it's needed, not just the Title I schools," says Baltzley. "It makes
a lot of sense."
For more information, contact Ingrid Ellerbe, iellerbe@carnegielearning.com
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