Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/98600
Authors: 
Bartik, Timothy J.
Lachowska, Marta
Year of Publication: 
2014
Series/Report no.: 
Upjohn Institute Working Paper 14-205
Abstract: 
We use a regression-discontinuity design to study the effects of double blocking sixth-grade students in reading and mathematics on their achievement across three years of middle school. To identify the effect of the intervention, we use sharp cutoffs in the test scores used to assign students to double blocking. We find large, positive, and persistent effects of double blocking in reading, but, unlike previous research, we find no statistically significant effects of double blocking in mathematics either in the short run or medium run.
Subjects: 
Regression discontinuity
Double blocking
Middle school
JEL: 
I21
C21
Document Type: 
Working Paper

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