IDEAS home Printed from https://ideas.repec.org/p/qsh/wpaper/95941.html

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

Author

Listed:
  • 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.

Suggested Citation

  • KALENA CORTES & Joshua Goodman & TAKAKO NOMI, "undated". "Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra," Working Paper 95941, Harvard University OpenScholar.
    • Handle: RePEc:qsh:wpaper:95941
    as

    Download full text from publisher

    File URL: http://scholar.harvard.edu/joshuagoodman/node/95941
    Download Restriction: no
    ---><---

    Other versions of this item:

    More about this item

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:qsh:wpaper:95941. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Richard Brandon The email address of this maintainer does not seem to be valid anymore. Please ask Richard Brandon to update the entry or send us the correct address (email available below). General contact details of provider: https://edirc.repec.org/data/cbrssus.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.