An extra daily math class has little long term benefit
For students
whose math skills lag expectations, public schools often increase the fraction
of the school day spent on math instruction. Studying middle-school students
and using regression discontinuity methods, this paper (http://cepa.stanford.edu/sites/default/files/E%20Taylor%2C%20More%20Math%20Class.pdf)
estimates the causal effect of requiring two math classes—one remedial, one
regular—instead of just one class. Math achievement grows much faster under the
requirement, 0.16-0.18 student standard deviations.
Yet, one year after returning to a regular one-class schedule, the
initial gains decay by as much as half, and two years later just one-third of
the initial treatment effect remains. This pattern of decaying effects over
time mirrors other educational interventions—assignment to a more skilled
teacher, reducing class size, retaining students—but spending more time on math
carries different costs. One cost is notable, more time in math crowds out
instruction in other subjects.
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