Making a Success of "Algebra for All": The Impact of Extended Instructional Time and Classroom Peer Skill in Chicago

Autor/inn/en	Nomi, Takako; Raudenbush, Stephen W.
Titel	Making a Success of "Algebra for All": The Impact of Extended Instructional Time and Classroom Peer Skill in Chicago
Quelle	In: Educational Evaluation and Policy Analysis, 38 (2016) 2, S.431-451 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373716643756
Schlagwörter	Algebra; Educational Policy; Pretesting; Mathematics Tests; Mathematics Achievement; Underachievement; Remedial Mathematics; Required Courses; Regression (Statistics); Mathematics Instruction; Urban Schools; Public Schools; Grade 9; High School Students; Ability Grouping; Research Design; Hypothesis Testing; Cutting Scores; Mathematics Skills; Grades (Scholastic); Educational Change; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Vortest; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Performance deficiency; Leistungsschwäche; Pflichtkurs; Regression; Regressionsanalyse; Mathematics lessons; Mathematikunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Homogene Gruppierung; Niveaugruppierung; Streaming; Forschungsdesign; Hypothesenprüfung; Hypothesentest; Mathematics ability; Notenspiegel; Bildungsreform
Abstract	In 2003, Chicago launched "Double-Dose Algebra," requiring students with pretest scores below the national median to take two periods of math--algebra and supplemental coursework. In many schools, assignment to Double Dose changed the peer composition of the algebra classroom. Using school-specific instrumental variables within a regression-discontinuity design (RDD), we find that attending a lower skill classroom reduced math achievement for median-skill students. As a result, the Double-Dose policy had little or no effect for median-skill students in schools that exposed them to low-skill classrooms. However, the effects of Double Dose were substantially positive in schools that did not do so. We consider policy implications and interpretations of the results from RDDs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01