The Effectiveness of Computer-Aided Instruction in Math

Jeffrey Hildebrandt

Educational Consultant/Content SpecialistI CAN Learn® Education Systems

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The Effectiveness of Computer-Aided Instruction in Math

A MATH Problem• Strong math foundation is the cornerstone of a child's education

• Achievement in math is the gateway to higher education and access in STEM careers

• Math is still a difficult subject area to staff and an Achievement Gap still persists

• Need creative, effective ways to teach math more effectively, meet AYP goals and close the gap

Challenging Factors

• All students deserve equity

• Resources not fairly allocated

• Shortage of qualified teachers

• Teachers teaching out of subject without adequate training

• Achievement Gap extends beyond economic disadvantaged to include ESL and SWD in order to "raise the floor"

A MATH Solution

• I CAN Learn® serves as a complete full curriculum Instructional Improvement System (IIS)

• proven to work at scale in independent scientifically based research studies

• demonstrated ability to address challenges to equity and achievement in math

How the I CAN Learn® Program Works• Full curriculum IIS delivering standards-based mathematics instruction

• Works on multiple OS platforms and hardware configurations

• Scalable as needed to meet school or district needs

• Custom curriculum alignment to state, district and school standards

• High-stakes test prep

The I CAN Learn® Program

• Database of over 500 lessons• Fundamentals of Math - 121 lessons, over 40 hours of instructional video• Pre-Algebra, Algebra and Geometry - 424 lessons, over 120 hours of instructional video

• Primary Components• Student Courseware – one to one self-paced correlated CAI• Classroom Explorer® Class Management System (CMS) - progress, reports, administrative tasks

The I CAN Learn® Student Courseware

• CAI teaches curriculum via multimedia presentations

• Gives mathematical foundation of a math concept

• Brings to life the real-world applicationof a math concept

• Content presented with clarity not feasible without the use of technology

Pretest

Warm-Up

Presentation

I CAN Learn® Tutor (Guided Practice)

Independent Practice (IP)

Journal

Quiz

Cumulative Tests/Reviews

Problem Set of the Day

The I CAN Learn® Program Flow

Classroom Explorer® CMS

• Used exclusively by the teacher

• Real-time assessment

• Identify students needs

• Resource allocation

• Efficient learning environment

Classroom Explorer® CMS primary interface

• Establish lesson orders

• Customize grading scales

• Tailor lesson difficulty to address student needs • Assign and grade reinforcement exercises

• Monitor progress

Assessment components

• Universal Math Assessment•initial diagnostic test

• Develop individualized instruction plans

• Diagnostic reviews

• Cumulative tests

• Closure quizzes for each lesson

Gradebook

• Up to the minute overview of class, student progress

• Actual student responses

• Data-driven instruction

• Additional needs identified - extra help or "hold no child back"

• Class-wide trends

• Identify trouble with a particular concept

• Grade reports and attendance

• Remote reporting of data on a student, school or district level

Reports

Meeting the Challenges of the Modern Classroom

• CAI introduces technology into the classroom• Elevates and standardizes the quality of instruction• Delivers same content and a consistent level of instruction to all students• Addresses schools suffering from staff shortages/teachers teaching out of field• Allow teachers to focus on students’ needs• Ensures equitable distribution of resources

Educational Benefits of CAI

• Randomized Control Trial (RCT) at scale - Princeton University/Federal Reserve Bank 2009

• 3 states, 3 school districts, 17 schools, 3541 students, 60 teachers

• Study targeted Pre-Algebra and Algebra skills

Technology’s Edge

• Students randomly assigned to CAI scored higher than students randomly assigned to traditional instruction

• Effectiveness due to increased individualized instruction

• Effectiveness seen with students in larger classes and classes with higher absentee rates

• Cost-effective alternative to reducing class size

• At-scale RCT involved at-risk and minority students

• 1/2 grade levels of increased mastery of Pre-Algebra/Algebra content

• Closed the achievement gap by 1/3 on the NAEP Test

Salient Findings from American Economic Journal

Meet Your AYP Goals

• Case Study - Williamsport Area School District, PA

• Increased achievement measured on state assessment PSSA

• Student achievement among ALL groups

• EDs improved from ~32% proficient or advanced to ~78%

I CAN Learn® Math in Pennsylvania

Williamsport Area School District, 2006

Program Impact in LAUSD

• Implemented 2005 in two low performing middle schools

• Northridge Middle School

• Sepulveda Middle School

Results: Los Angeles Unified School District

Sustained Results: LAUSD

Algebra IS the Gateway

• Foundation of STEM careers

• Increased high school graduation

• Career and College readiness

• Test Prep

US Dept of Education: What Works

• I CAN Learn® designated as having “Positive Effects” - strong evidence of effectiveness

• Proven success in raising state-required ESEA high stakes test scores

• Aligned to Common Core State Standards for Mathematics

• Correlations to state standards and NCTM curriculum focal points

CAI for Teachers and Administrators

• Instructional Improvement Data System

• Data-driven instruction

• Assessment tools

• Accountability

Effective support for Effective Teachers

• Teacher trainings

• Professional Development Academy

• Custom curriculum alignments •for ELL•for IDEA•for RTI

CAI: the I CAN Learn® Story

• Cost effective

• Designed for struggling math learners

• 5th grade to High School Geometry

• Focused on the Algebra gateway

Summary

• Equity through CAI

• Proven results

• Effective program • Effective teachers

Further reading, studies and sources• Technology's Edge: The Educational Benefits of Computer-Aided Instruction. By Lisa Burrow, Lisa Markman and Cecilia Rouse. American Economic Journal: Economic Policy. February 2009.http://www.icanlearn.com/results/PrincetonStudy_BarrowMarkmanandRouseJuly2008.pdf

• EETT Grant Evaluation: Year 2 report. Williamsport Area School District. September 2006. Lynn Zinn, ed.D., Lead Evaulator and James Bolton, Ph.D., Co-Evaulator.http://www.icanlearn.com/results/Williamsport_PA_Study.pdf

•US Department of Education’s What Works Clearinghouse study: Intervention: I CAN Learn® Algebra and Pre-Algebra. Published March 2009.http://ies.ed.gov/ncee/wwc/reports/middle_math/iclprea

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