We have been incrementally adding data-driven methods into the Deep Thought logic tutor for the purpose of creating a fully data-driven intelligent tutoring system. Our previous research has shown that the addition of data-driven hints, worked examples, and problem assignment can improve student performance and retention in the tutor. In this study, we investigate how the addition of these methods affects students' demonstrative knowledge of logic proof solving using their post-tutor examination scores. We have used data collected from three test conditions with different combinations of our data-driven additions to determine which methods are most beneficial to students who demonstrate higher or lower knowledge of the subject matter. Our results show that students who are assigned problems based on profiling proficiency compared to prior exemplary students with similar problem-solving behavior show higher examination scores overall, and the use of proficiency profiling increases retention and reduces the amount of time taken in-tutor for lower performing students in particular. The results from this study also helps differentiate the behavior of higher and lower performing students in tutor, which can allow quicker interventions for lower proficiency students. [For the full proceedings, see ED592609.]