Working Paper: NBER ID: w20211
Authors: Kalena Cortes; Joshua Goodman; Takako Nomi
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: doubledose algebra; educational attainment; high school graduation; college enrollment
JEL Codes: I20; I21; I24; J15; J24
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| doubledose algebra policy (C39) | credits earned (G12) |
| doubledose algebra policy (C39) | high school graduation rates (I21) |
| doubledose algebra policy (C39) | college enrollment rates (I23) |
| doubledose algebra policy (C39) | improved college enrollment (I23) |