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

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  • KALENA CORTES
  • Joshua Goodman
  • TAKAKO NOMI

Abstract

We study 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. 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 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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Paper provided by Harvard University OpenScholar in its series Working Paper with number 95941.

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Handle: RePEc:qsh:wpaper:95941

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Cited by:
  1. Cortes, Kalena E. & Moussa, Wael S. & Weinstein, Jeffrey M., 2013. "Educating bright students in urban schools," Economics of Education Review, Elsevier, Elsevier, vol. 37(C), pages 286-297.
  2. David J. Deming & Sarah Cohodes & Jennifer Jennings & Christopher Jencks, 2013. "School Accountability, Postsecondary Attainment and Earnings," NBER Working Papers 19444, National Bureau of Economic Research, Inc.

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