The Effects of Doubling Instruction Efforts on Middle School Students' Achievement: Evidence from a Multiyear Regression-Discontinuity Design

Timothy Bartik () and Marta Lachowska

No 14-205, Upjohn Working Papers from W.E. Upjohn Institute for Employment Research

Abstract: We use a regression-discontinuity design to study the effects of double blocking sixth-grade students in reading and mathematics on their achievement across three years of middle school. To identify the effect of the intervention, we use sharp cutoffs in the test scores used to assign students to double blocking. We find large, positive, and persistent effects of double blocking in reading, but, unlike previous research, we find no statistically significant effects of double blocking in mathematics either in the short run or medium run.

Keywords: Regression discontinuity; Double blocking; Middle school (search for similar items in EconPapers)
JEL-codes: C21 I21 (search for similar items in EconPapers)
Date: 2014-01
New Economics Papers: this item is included in nep-edu, nep-sog and nep-ure
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