Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra

Kalena E. Cortes (), Joshua Goodman () and Takako Nomi ()
Additional contact information
Kalena E. Cortes: Texas A&M University
Takako Nomi: St. Louis University

No 8734, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: We study an intensive math instruction policy that assigned low-skilled 9th 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 under-predict 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.

Keywords: double-dose algebra; instructional time; peer effects; math curriculum; educational attainment; high school graduation; college enrollment (search for similar items in EconPapers)
JEL-codes: I20 I21 I24 J15 J24 (search for similar items in EconPapers)
Pages: 63 pages
Date: 2014-12
New Economics Papers: this item is included in nep-edu and nep-ure
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Citations: View citations in EconPapers (4)

Published - published in: Journal of Human Resources, 2015, 50 (1), 108-158

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Related works:
Journal Article: Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra (2015)
Working Paper: Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra (2014)
Working Paper: Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra (2013)
Working Paper: Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra
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