Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/107510
Authors: 
Cortes, Kalena E.
Goodman, Joshua
Nomi, Takako
Year of Publication: 
2014
Series/Report no.: 
IZA Discussion Papers 8734
Abstract: 
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 credits earned, test scores, high school graduation and college enrollment rates. Test score effects under-predict 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.
Subjects: 
double-dose algebra
instructional time
peer effects
math curriculum
educational attainment
high school graduation
college enrollment
JEL: 
I20
I21
I24
J15
J24
Document Type: 
Working Paper

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