Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra
We study an intensive math instruction policy that assigned low-skilled ninth graders to an algebra course that doubled instructional time, altered peer composition and emphasized problem solving skills. A regression discontinuity design shows substantial positive impacts of double-dose algebra on credits earned, test scores, high school graduation, and college enrollment rates. Test score effects underpredict attainment effects, highlighting the importance of long-run evaluation of such a policy. Perhaps because the intervention focused on verbal exposition of mathematical concepts, the impact was largest for students with below-average reading skills, emphasizing the need to target interventions toward appropriately skilled students.
Year of publication: |
2015
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Authors: | Cortes, Kalena E. ; Goodman, Joshua S. ; Nomi, Takako |
Published in: |
Journal of Human Resources. - University of Wisconsin Press. - Vol. 50.2015, 1
|
Publisher: |
University of Wisconsin Press |
Saved in:
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