Abstract: This paper reports the findings of a study using ALEKS, a web-based, artificially intelligent assessment and learning system, in an after-school program for 6th grade students. Findings indicate that after one school year of using the program, standardized test scores for African American and Caucasian students’ base knowledge in mathematics are no longer statistically different. Students in a control condition, who only received teacher-led instruction, did not show this change.