Everett defends computer math programs despite critical study

Published 9:00 pm Sunday, April 8, 2007

A new federal report raises questions about the effectiveness of computer-based math and reading programs, including a popular algebra course used by Snohomish County schools and touted by the governor.

“There isn’t much support from this study for believing that software products in reading and math … are necessarily going to improve your kids’ learning a lot,” said Phoebe Cottingham, commissioner of the National Center for Education Evaluation and Regional Assistance.

The center is part of the U.S. Department of Education’s Institute of Education Sciences, which commissioned the report that was released last week.

The study hasn’t convinced Everett School District leaders.

The district has spent about $425,000 so far on Cognitive Tutor programs in its middle and high schools.

“It’s not going to change anything we’re doing currently because it’s getting off to a really great start,” said Mary Ann Stine, curriculum and instruction director.

Gov. Chris Gregoire was enamored by the program after observing a pre-algebra class last fall at Eisenhower Middle School that uses the curriculum.

The federal study reviewed sixteen popular software programs across first-grade reading, fourth-grade reading, sixth-grade math and algebra. In all, 439 teachers from 132 schools in 33 districts took part.

Among the three algebra products examined was Carnegie Learning’s Cognitive Tutor, which is used by several county school districts, including Everett.

The study – which averaged the three products together – showed little difference in scores on an algebra end-of-course exam between students in classes with the software and their peers in traditional classrooms.

In Everett, many of the students in the course struggle in math and have found it more engaging than a lecture-style approach.

Educators say that’s one reason they don’t trust the federal study. The two other algebra products studied are meant as supplementary materials rather than as a full-course curriculum.

They also criticize the study’s one-year snapshot of the software programs’ use. Stine questioned whether that was long enough for teachers new to the program to buy into it and use it correctly.

Everett has used the high-school Cognitive Tutor program for two years.

One teacher at Everett High School has noticed larger gains on the Washington Assessment of Student Learning math exam among her Cognitive Tutor students than those in her traditional classrooms.

Beyond that, district staff are waiting to see more data.

“I’m a big believer in technology. I think it’s going to make a big difference,” Stine said. “We haven’t been with it long enough to really analyze what’s going on, but we’re looking forward to it.”

Still, the federal report carries an important message, said Jo Anne Robinson, a retired Everett district math teacher and head of the Washington State Mathematics Council.

“It seems like everyone is looking for the panacea to solve all the math difficulties students have, when all that is really needed is a balanced curriculum combined with good teaching and attentive learning skills on the part of the student,” she said.

Researchers called the study a cautionary tale.

It’s not meant to help a district decide whether to buy a particular product, but could guide schools looking at whether to make major technology purchases in general, Dynarski said.

“These kind of results give me a sense of what the return might be in terms of test scores,” he said.

The latest report shouldn’t dissuade school districts from using educational software, said Anne Allen, director of the Educational Technology Development Center in Renton.

“So much of what determines how it works is how it’s implemented,” Allen said.

Reporter Melissa Slager: 425-339-3465 or mslager@heraldnet.com.