Carnegie Learning Sells $5 Million in Custom Math Curricula in Georgia

BUSINESS WIRE --Sales of Carnegie Learning, Inc.’s new Georgia Mathematics 1 and 2 curricula have reached $5 million since publication of the program earlier this year, according to the company. Carnegie Learning, a leading provider of research based math curricula for middle schools, high schools, and the higher education market, reports that over 130 Georgia middle and high schools have adopted the education publisher’s customized Georgia Mathematics 1 and 2 designed, specifically, to meet new, more rigorous high school math requirements being implemented by the Georgia Department of Education this fall.

The purchasing districts receive Carnegie Learning textbooks and Professional Development services, and some districts have purchased Carnegie Learning’s Cognitive Tutor® software for Math Support which is an intelligent software program that provides differentiated instruction by adapting the learning path to each student’s understanding of mathematical concepts. Among the 55 districts implementing Carnegie Learning’s Georgia Mathematics program are Bartow, Clayton, Douglas, Forsyth, and Hall County Schools.

“Reports of declining U.S. competitiveness in mathematics and science at the post-secondary level have prompted measures in statehouses across the country to raise standards and achievement in science and math at the high school level,” said Trace A. Urdan, Managing Director at Signal Hill. “In many cases, this is reinforced by new high school graduation testing requirements. The dramatic curriculum changes in Georgia are one example of this phenomenon, but by no means the only one. Results-oriented curriculum providers that can rapidly and flexibly respond to this evolving dynamic with research-based content should be well-positioned to help educators as they respond to the public’s desire to raise the bar for math education.”

Carnegie Learning’s Cognitive Tutor research is well supported in the Learning Processes subcommittee report of the recent National Math Advisory Panel report to the President and U.S. Secretary of Education, and is cited as an example of a curriculum that has strong evidence of effectiveness and is a model for applying basic research in the classroom. Carnegie Learning is also recognized by the What Works Clearinghouse as showing evidence of effectiveness, and last year the U.S. Department of Education awarded the RAND Corporation a $6 million grant to conduct a five-year study of the effectiveness of Carnegie Learning’s Algebra I curricula in seven districts across the country.

"The higher performance standards in Georgia present an exceptional opportunity for our company,” said Dennis Ciccone, Chief Executive Officer of Carnegie Learning, Inc. “In addition to having one of the few legitimately research-based math curricula, we are committed to partnering with administrators and teachers to ensure that they receive the support and Professional Development to be successful for the long-term.”

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Georgia Tech Provost Supports Change in Ga. K-12 Math

Statement by Dr. Gary Schuster, Provost of the Georgia Institute of Technology, in support of a change in Georgia’s math curriculum:

I believe that working to make sure that every child has the opportunity to reach his or her educational potential is our obligation and a critical investment in Georgia’s future. A stronger mathematics curriculum that strikes a balance between concepts, skills and problem solving is a vital part of preparing our young people for the global economy of the 21st century. Georgia Tech continues to support mathematics education throughout the state with our Center for Education Integrating Science, Mathematics, and Computing (CEISMC). CEISMC (pronounced “seismic") is committed to helping assure that K-12 students in Georgia receive the best possible preparation in science, mathematics and technology as they seek their place in the modern world.

Bibb, Hall, and Columbia County Schools Adopt Carnegie Learning’s Custom Georgia Math Programs

BusinessWire - Carnegie Learning, Inc., a leading publisher of research-based math curricula for middle schools, high schools, and the higher education market, announced today that the company’s Georgia Math I & 2 programs have been purchased by three Georgia school districts -- Bibb, Hall, and Columbia County Schools. Carnegie Learning’s customized Georgia Math curricula are designed, specifically, to meet new, more rigorous high school math requirements being implemented by the Georgia Department of Education beginning in fall 2008.

In November 2007, the Georgia State Board of Education’s Learning Resources Advisory Committee recommended Carnegie Learning’s integrated math curricula for use in Georgia, and districts across the state are currently selecting new math textbooks as part of the textbook adoption process. Bibb, Hall, and Columbia County Schools are three of many districts in Georgia purchasing Carnegie Learning textbooks and Professional Development services. Bibb and Hall Counties also purchased Carnegie Learning’s Cognitive Tutor® software for Math Support, an intelligent software program that provides differentiated instruction by adapting the learning path to each student’s understanding of mathematical concepts.

"The changes in the Georgia Performance Standards will require a change in expectations for students, teachers, districts and the Georgia Department of Education,” said Sharon Patterson, Superintendent, Bibb County School District. “In responding to the changing expectation, the school system sought a math solution that was research-based around a collaborative teaching model. The Carnegie Learning approach seems to deliver the math curricula we need to meet the new challenges."

Carnegie Learning’s Cognitive Tutor research is well supported in the Learning Processes subcommittee report of the recent National Math Advisory Panel report to the President and U.S. Secretary of Education, and is cited as an example of a curriculum that has strong evidence of effectiveness and is a model for applying basic research in the classroom.