Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

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 <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.png Journal of Human Resources University of Wisconsin Press

Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra

Loading next page...
 
/lp/university-of-wisconsin-press/intensive-math-instruction-and-educational-attainment-long-run-impacts-lqEgE0GFvc

References

References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.

Publisher
University of Wisconsin Press
Copyright
©by the Board of Regents of the University of Wisconsin System
ISSN
1548-8004

Abstract

<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 ResourcesUniversity of Wisconsin Press

Published: Feb 11, 2015

There are no references for this article.