Under the "Math Science Partnership Grant," the Maui Hawaii Educational Consortium sought scientifically based evidence for the effectiveness of Carnegie Learning's "Cognitive Tutor[R]" (CT) program as part of the adoption process for pre-Algebra program. During the 2006-2007 school year, the researchers conducted a follow-on study to a previous randomized experiment in the Maui School District of the effectiveness of "CT" in Algebra I. In this second year, the focus was on the newly developed "Bridge to Algebra" program for pre-Algebra. The question being addressed specifically by the research is whether students in classes that use "CT" materials achieve higher scores on the standardized math assessment, as measured by the Northwest Evaluation Association (NWEA) General Math Test, than they would if they had been in a control classroom using the pre-Algebra curricula the Maui schools currently have in place. The researchers found that most students in both "CT" and control groups improved overall on the NWEA General Math Test. They did not find a difference in student performance in math between groups. Their analysis of the Algebraic Operations sub-strand revealed that many students in both groups did not demonstrate the growth in this scale, again with no discernible group differences. However, for Algebraic Operations outcomes, the researchers found a significant interaction between the pre-test and "CT": student scoring low before participating in "CT" got more benefit from the program's algebraic operations instruction than students with high initial scores. (Contains 8 figures, 33 tables, and 14 footnotes.) [For "Comparative Effectiveness of Carnegie Learning's "Cognitive Tutor Bridge to Algebra" Curriculum: A Report of a Randomized Experiment in the Maui School District. Research Summary," see ED538962.]