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Research ArticleArticles

Intensive Math Instruction and Educational Attainment

Long-Run Impacts of Double-Dose Algebra

Kalena E. Cortes, Joshua S. Goodman and Takako Nomi
Journal of Human Resources, January 2015, 50 (1) 108-158; DOI: https://doi.org/10.3368/jhr.50.1.108
Kalena E. Cortes
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Joshua S. Goodman
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Takako Nomi
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Abstract

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.

  • Received July 2013.
  • Accepted February 2014.
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Journal of Human Resources: 50 (1)
Journal of Human Resources
Vol. 50, Issue 1
1 Jan 2015
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Intensive Math Instruction and Educational Attainment
Kalena E. Cortes, Joshua S. Goodman, Takako Nomi
Journal of Human Resources Jan 2015, 50 (1) 108-158; DOI: 10.3368/jhr.50.1.108

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Intensive Math Instruction and Educational Attainment
Kalena E. Cortes, Joshua S. Goodman, Takako Nomi
Journal of Human Resources Jan 2015, 50 (1) 108-158; DOI: 10.3368/jhr.50.1.108
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  • Article
    • Abstract
    • I. Introduction
    • II. Implementing Double-Dose Algebra
    • III. Data and Descriptive Statistics
    • IV. Empirical Strategy
    • V. The Treatment
    • VI. Educational Outcomes
    • VII. Conclusion
    • Appendix
    • Footnotes
    • References
  • Figures & Data
  • Info & Metrics
  • References
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