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Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra
- Journal of Human Resources
- University of Wisconsin Press
- Volume 50, Number 1, Winter 2015
- pp. 108-158
- 10.1353/jhr.2015.0004
- Article
- Additional Information
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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.