Intensive Math Instruction and Educational Attainment Long-Run Impacts of Double-Dose Algebra
Intensive Math Instruction and Educational Attainment Long-Run Impacts of Double-Dose Algebra
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DOI：
10.3368/jhr.50.1.108
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发表时间：
2015-12-01
影响因子：
5.2
通讯作者：
Nomi, Takako
中科院分区：
文献类型：
--
作者：
Cortes, Kalena E.;Goodman, Joshua S.;Nomi, Takako
我们研究了一项强化数学教学政策，该政策将低技能的九年级学生分配到代数课程，该课程将教学时间增加了一倍，改变了同伴组成，并强调了解决问题的能力。回归不连续性设计显示，双剂量代数对学分、考试成绩、高中毕业和大学入学率有实质性的积极影响。考试成绩的影响低估了成绩的影响，突出了长期评估这样一个政策的重要性。也许是因为干预的重点是口头阐述的数学概念，影响是最大的学生低于平均水平的阅读技能，强调需要有针对性的干预适当熟练的学生。
We study an intensive math instruction policy that assigned low-skilled ninth 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 underpredict 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.