TY  - RPRT
        AU  - Cortes, Kalena E.
AU  - Goodman, Joshua
AU  - Nomi, Takako
        TI  - Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra
        PY  - 2014/Dec/
        PB  - Institute of Labor Economics (IZA)
        CY  - Bonn
        T2  - IZA Discussion Paper
        IS  - 8734
        UR  - https://www.iza.org/index.php/publications/dp8734
        AB  - 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.
        KW  - double-dose algebra
KW  - instructional time
KW  - peer effects
KW  - math curriculum
KW  - educational attainment
KW  - high school graduation
KW  - college enrollment
        ER  -