Double-dose algebra and college persistence

In 2003, Chicago public schools assigned ninth-graders with below-average math scores to "Double Dose Algebra," a curriculum consisting of one period of algebra and a second period of algebra support, and a study finds that participation in "Double Dose Algebra" was significantly tied to increase in semesters of college attended and degree attainment 12 years later for the 2003 cohort; implementation of the policy changed in 2004, and similar long-term effects did not appear for the 2004 cohort, suggesting that grouping median-skill students with low-skill peers is likely to undermine the positive impacts of additional math instruction, according to the authors.

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Article #20-19030: "Effects of double-dose algebra on college persistence and degree attainment," by Takako Nomi, Stephen W. Raudenbush, and Jake J. Smith.

MEDIA CONTACT: Stephen W. Raudenbush, University of Chicago, IL; email: <sraudenb@uchicago.edu>