I CAN Learn® is recommended as a Promising mathematics program

Program Description
I CAN Learn® is a computerized Algebra curriculum program designed primarily to help ethnically diverse, inner-city students in grades 7-10 achieve equity in higher level mathematics and thinking skills. Student proficiency in problem-solving is a primary goal.

I CAN Learn® creates an environment to support the implementation of the national standards by arranging desks in conference room settings to enable students to engage in cooperative learning, group projects, and peer tutoring. Homework assignments, lesson organization and presentation, manipulatives, alternative and authentic assessments, and rubrics and grade evaluations are set by the teacher at the start of the school year. The program then follows the teacher's lesson plan and can be changed as needed. The program guides students through the lesson plan, administering real-time assessment and giving constant feedback to the student and teacher.

Professional Development Resources
Computer technicians from JRL Enterprises, Inc., install the I CAN Learn® program, hardware, and desks and remain with the teacher and students until everyone is comfortable with the system. The technicians take one to two days to train the teacher in the use of the program. The program contains computer-generated voice instructions, and intuitive menus guide students and teachers. The 30- I CAN Learn® Computerized Algebra includes computers, custom desks, software, installation, and a year's support. There are no annual licensing fees.

Program Quality
The program's learning goals are comprehensive and explicitly stated. Reviewers noted that the goals challenge educators to encourage minorities and women to value mathematics and promote good reasoning, problem-solving, and communication. Content is focused and strongly aligned with the learning goals. Mathematical procedures are reviewed and taught clearly and accurately. Many mathematical problems and current real-world problems are presented to students. A variety of solution strategies, e.g., symbol manipulation graphing and graphing calculator, allow for multiple approaches to the same problem and diversity in learning styles and abilities. Built-in discussion with groups generated by the computer allows for communication between students. The design provides individualized instruction permitting students to review the material and lessons as often as necessary to understand concepts. A variety of assessments integral to instruction are offered. Self-assessments and discussion provide students with opportunities to reflect on learning.

Usefulness to Others
Reviewers recognized that the cost of the hardware and technical expertise necessary to keep the program up and running might be prohibitive to some school districts. Nevertheless, they agreed that this factor should not negate the benefits that can be derived from this computer-assisted Algebra program. They noted that the program is easy to use and can be successfully implemented, adopted, or adapted in multiple educational settings.

Educational Significance
The program's learning goals clearly reflect the vision promoted in the national standards. Reviewers agreed that the individualized nature of I CAN Learn® promotes equity. The program's teaching methods and assessments are sound, learning goals are comprehensive, and instruction is designed to improve learning for a wide spectrum of students. Lessons on disk that are clear and well-delivered allow the teacher to individualize instruction.

Program Effectiveness and Success
Reviewers found that two independent evaluations conducted in 1995 and 1996 demonstrated statistically significant pre-post test gain scores for I CAN Learn® students. A six-week evaluation conducted at an inner-city school during the fall 1995 used a pre-post, random assignment, treatment vs. control group design, with 124 ninth-grade beginning Algebra I students assigned to five treatment classes using a combination of computer and teacher instruction and 68 students assigned to three teacher-only instruction control classes. Results indicated that I CAN Learn® students performed better than control students by a statistically significant margin on standardized tests, which were constructed from items sampled from chapters of the Algebra I textbook developed in conjunction with the I CAN Learn® Algebra I software and used in the school. In addition, student retention of material appeared to be greater with I CAN Learn® computer-assisted instruction. Benefits of computer-assisted instruction were evident for males and females, all ability groups, and all teachers.

A follow-up evaluation conducted in April 1996 concluded that the I CAN Learn® students learned faster and retained more of the material they were exposed to than the control group. On the basis of ongoing controlled study, the I CAN Learn® software statistically significantly enhanced Algebra I achievement. Students using I CAN Learn® progressed at their own pace. For many students, this pace was accelerated beyond traditional classroom instruction.

Gains in students' understanding of mathematics were demonstrated through improvements in CAT scores for I CAN Learn® students in 8th grade at two middle schools. Evidence also showed that I CAN Learn® enabled inner-city students in grades 8-10 with strong at-risk academic profiles to enroll in Stanford University's Education Program for Gifted Youth Program.