Effects of double-dose algebra on college persistence and degree attainment

Takako Nomi (), Stephen W. Raudenbush () and Jake J. Smith
Additional contact information
Stephen W. Raudenbush: Department of Sociology, The University of Chicago, Chicago, IL 60637; Harris School of Public Policy, The University of Chicago, Chicago, IL 60637
Jake J. Smith: Harris School of Public Policy, The University of Chicago, Chicago, IL 60637

Proceedings of the National Academy of Sciences, 2021, vol. 118, issue 27, e2019030118

Abstract: In 2003, Chicago Public Schools introduced double-dose algebra, requiring two periods of math—one period of algebra and one of algebra support—for incoming ninth graders with eighth-grade math scores below the national median. Using a regression discontinuity design, earlier studies showed promising results from the program: For median-skill students, double-dose algebra improved algebra test scores, pass rates, high school graduation rates, and college enrollment. This study follows the same students 12 y later. Our findings show that, for median-skill students in the 2003 cohort, double-dose significantly increased semesters of college attended and college degree attainment. These results were not replicated for the 2004 cohort. Importantly, the impact of the policy on median-skill students depended largely on how classes were organized. In 2003, the impacts on college persistence and degree attainment were large in schools that strongly adhered to the cut-score-based course assignment, but without grouping median-skill students with lower-skill peers. Few schools implemented the policy in such a way in 2004.

Keywords: STEM education; double-dose algebra; inequality; regression; discontinuity; multilevel analysis (search for similar items in EconPapers)
Date: 2021
References: Add references at CitEc
Citations:

Downloads: (external link)
http://www.pnas.org/content/118/27/e2019030118.full (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:nas:journl:v:118:y:2021:p:e2019030118

Access Statistics for this article

More articles in Proceedings of the National Academy of Sciences from Proceedings of the National Academy of Sciences
Bibliographic data for series maintained by PNAS Product Team ().