This paper studies 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.
The
research 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.
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