PT  - JOURNAL ARTICLE
AU  - Kalena E. Cortes
AU  - Joshua S. Goodman
AU  - Takako Nomi
TI  - Intensive Math Instruction and Educational Attainment
AID  - 10.3368/jhr.50.1.108
DP  - 2015 Jan 01
TA  - Journal of Human Resources
PG  - 108--158
VI  - 50
IP  - 1
4099  - http://jhr.uwpress.org/content/50/1/108.short
4100  - http://jhr.uwpress.org/content/50/1/108.full
SO  - J Hum Resour2015 Jan 01; 50
AB  - 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.