By Robert Slavin on September 14, 2011
In the mid-2000s, the U.S. Department of Education commissioned a large, randomized evaluation of the most widely used computer-assisted instruction (CAI) programs in elementary reading and middle and high school math. Schools were randomly assigned to use one of several CAI programs. The results (published here and here) were dismal. In both subjects and all grade levels, achievement levels were virtually identical for the students who experienced CAI and those who did not. This finding was consistent with the conclusions of recent reviews of research on CAI in reading and math, which find that the higher the quality of the research (e.g. random assignment of large samples), the lower the estimate of CAI effects.
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