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...

Success or failure in freshman math has long been thought to have a strong impact on subsequent high school outcomes. We study an intensive math instruction policy in which students scoring below average on an 8th grade exam were assigned in 9th grade to an algebra course that doubled...

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...

Our study provides the first evidence of positive and substantial long-run impacts of intensive math instruction on college entrance exam scores, high school graduation rates, and college enrollment rates. We also show that the intervention was most successful for students with relatively high...

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...

This paper is a descriptive analysis of the 2009 Missouri public high school freshman cohort who were tracked though high school and into post-secondary education for six years beyond on-time graduation in Spring 2014. Our focus is post-secondary degree attainment gaps between four student...