RT Journal Article
SR Electronic
T1 Intensive Math Instruction and Educational Attainment
JF Journal of Human Resources
JO J Hum Resour
FD University of Wisconsin Press
SP 108
OP 158
DO 10.3368/jhr.50.1.108
VO 50
IS 1
A1 Kalena E. Cortes
A1 Joshua S. Goodman
A1 Takako Nomi
YR 2015
UL http://jhr.uwpress.org/content/50/1/108.abstract
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.