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

abstract

• 2015 by the Board of Regents of the University of Wisconsin System. 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.

authors

• Cortes, Kalena

published proceedings

• JOURNAL OF HUMAN RESOURCES

altmetric score

• 28.38

author list (cited authors)

• Cortes, K. E., Goodman, J. S., & Nomi, T.

citation count

• 10

publication date

• January 2015

publisher

• University of Wisconsin Press  Publisher

keywords

• 38 Economics
• 3801 Applied Economics

Digital Object Identifier (DOI)

• 10.3368/jhr.50.1.108

start page

• 108

end page

• 158

volume

• 50

issue

• 1

URL

• http://dx.doi.org/10.3368/jhr.50.1.108