%0 Journal Article
%A Cortes, Kalena E.
%A Goodman, Joshua S.
%A Nomi, Takako
%T Intensive Math Instruction and Educational Attainment
%B Long-Run Impacts of Double-Dose Algebra
%D 2015
%R 10.3368/jhr.50.1.108
%J Journal of Human Resources
%P 108-158
%V 50
%N 1
%X 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.
%U https://jhr.uwpress.org/content/wpjhr/50/1/108.full.pdf