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...

Despite great focus on and public investment in STEM education, little causal evidence connects quantitative coursework to students' economic outcomes. I show that state changes in minimum high school math requirements substantially increase black students' completed math coursework and their...