Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra
Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra
Cortes, Kalena E.; Goodman, Joshua S.; Nomi, Takako
2015-02-11 00:00:00
<p>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 on credits earned, test scores, high school graduation, and college enrollment rates. Test score effects underpredict 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.</p>
http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.pngJournal of Human ResourcesUniversity of Wisconsin Presshttp://www.deepdyve.com/lp/university-of-wisconsin-press/intensive-math-instruction-and-educational-attainment-long-run-impacts-lqEgE0GFvc
Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra
<p>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 on credits earned, test scores, high school graduation, and college enrollment rates. Test score effects underpredict 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.</p>
Journal
Journal of Human Resources
– University of Wisconsin Press
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