In the fall of 2015, five schools in the industrial port city of Elizabeth dumped their usual math curriculum and started teaching their middle school students through a computerized system called “Teach to One.” It was an experiment in so-called “personalized learning,” where algorithms churned out customized lessons for each student. Many of the kids were behind their grade level and spent hours reviewing third-grade arithmetic while others could jump ahead to eighth-grade algebra. But after three years of learning this way, the Teach to One students in grades six through eight scored no better on New Jersey’s annual math tests than other Elizabeth students who had learned math the usual way with the whole class on the same topic at the same time.

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