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Intensive math instruction and educational attainment : long-run impacts of double-dose algebra
Cortes, Kalena E.; Goodman, Joshua; Nomi, Takako - 2014
Persistent link: https://www.econbiz.de/10010380925
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Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra
Cortes, Kalena; Goodman, Joshua; Nomi, Takako - National Bureau of Economic Research (NBER) - 2014
We study an intensive math instruction policy that assigned low-skilled 9th 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...
Persistent link: https://www.econbiz.de/10010821883
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Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra
Cortes, Kalena E.; Goodman, Joshua S.; Nomi, Takako - In: Journal of Human Resources 50 (2015) 1
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...
Persistent link: https://www.econbiz.de/10011166907
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Flaking out : student absences and snow days as disruptions of instructional time
Goodman, Joshua - 2014
Persistent link: https://www.econbiz.de/10010386216
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The role of specific subjects in education production functions : evidence from morning classes in Chicago public high schools
Cortes, Kalena E.; Bricker, Jesse; Rohlfs, Chris - In: The B.E. journal of economic analysis & policy 12 (2012) 1, pp. 1-34
Persistent link: https://www.econbiz.de/10009558313
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Apply yourself : racial and ethnic differences in college application
Black, Sandra E.; Cortes, Kalena E.; Lincove, Jane Arnold - 2015
Persistent link: https://www.econbiz.de/10011313129
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Efficacy vs. equity : what happens when states tinker with college admissions in a race-blind era?
Black, Sandra E.; Cortes, Kalena E.; Lincove, Jane Arnold - 2014
Persistent link: https://www.econbiz.de/10010480441
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Uniform admissions, unequal access : did the top 10% plan increase access to selective flagship institutions?
Klasik, Daniel; Cortes, Kalena E. - In: Economics of education review 87 (2022), pp. 1-25
Persistent link: https://www.econbiz.de/10013197966
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Academic undermatching of high-achieving minority students : evidence from race-neutral and holistic admissions policies
Black, Sandra E.; Cortes, Kalena E.; Lincove, Jane Arnold - In: The American economic review 105 (2015) 5, pp. 604-610
Persistent link: https://www.econbiz.de/10011699381
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Can admissions percent plans lead to better collegiate fit for minority students?
Cortes, Kalena E.; Lincove, Jane Arnold - In: The American economic review 106 (2016) 5, pp. 348-354
Persistent link: https://www.econbiz.de/10011699993