In one Chicago study, above-norm students' post-policy algebra test gains were partly explained by higher peer ability and by having classmates who took support algebra¶

Claim · All claims
Evidence · 2 studies (3 entries) · 2 causal r2 · q3
Currency · newest study 2013 · checked against its sources 2026-10-16 (automated, 3 of 3 entries) · not reviewed by a person

Subclaims¶

q3 i? Above-norm students had higher test scores by about 0.6 points when their algebra classes included students enrolled in support courses, controlling for incoming peer ability (p<.01). → Takako Nomi 2010 q3 i? Adding peer ability to the model reduced above-norm post-policy improvement by an additional 23 percent, to 0.38 points. → Takako Nomi 2010 (2)

q3 i? Post-policy test score improvements were greater by .4 points for above-norm students who had classmates taking support courses, compared to those without such classmates (p < .01), controlling for initial classroom average skills. → Takako Nomi and Elaine M. Allensworth 2013

q3 i? Including peer average skill levels in the model reduces the post-policy coefficient from .64 to .52 for above-norm students, explaining about 20% of the improvement. → Takako Nomi and Elaine M. Allensworth 2013

Evidence¶

Takako Nomi 2010¶

Takako Nomi, Elaine M. Allensworth. (2010). The Effects of Tracking with Supports on Instructional Climate and Student Outcomes in High School Algebra. Consortium on Chicago School Research, University of Chicago. https://consortium.uchicago.edu/publications/effects-tracking-supports-instructional-climate-and-student-outcomes-high-school

q3 · i? · causal · r2

Sequential regression models predicting PLAN algebra scores for the two cohorts. Adding the support-classmate variable made the above-norm post-policy improvement no longer significant, indicating spillover benefits from classmates' extra instruction.

"Model 5 shows that above-norm students did have higher test score gains of by about 0.6 points when their algebra classes had students who enrolled in support courses than above-norm students who did not have any such classmates (p<.01)."

Takako Nomi 2010 (2)¶

Takako Nomi, Elaine M. Allensworth. (2010). The Effects of Tracking with Supports on Instructional Climate and Student Outcomes in High School Algebra. Consortium on Chicago School Research, University of Chicago. https://consortium.uchicago.edu/publications/effects-tracking-supports-instructional-climate-and-student-outcomes-high-school

q3 · i? · causal · r2

In the same sequential models, classroom instructional climate variables explained about 5 to 10 percent of test score improvements, and peer ability explained an additional 23 percent for above-norm students.

"adding peer ability to the model decreases the post-policy improvement by an additional 23 percent, to 0.38."

Takako Nomi and Elaine M. Allensworth 2013¶

Takako Nomi and Elaine M. Allensworth. (2013). Sorting and Supporting: Why Double-Dose Algebra Led to Better Test Scores but More Course Failures. American Educational Research Journal. https://doi.org/10.3102/0002831212469997

q3 · i? · causal · r2

Regression Model 3 in Table 2 for above-norm students. "post-policy test score improvements were greater by .4 points for above-norm students who had classmates taking support courses" — adding this variable further explains the post-policy rise by an additional 22% (dropping to .38).

"In fact, post-policy test score improvements were greater by .4 points for above-norm students who had classmates taking support courses, compared to above-norm students who did not have any such classmates (p \ .01), controlling for the initial classroom average skills."

Discussion¶

Learner Variables¶

• General Cognitive Ability — predictor: learners who differ on it differ in outcomes
• Algebraic Thinking — moderator: an instructional effect differs with it

Related Claims¶

• Between- or within-class homogeneous ability grouping has a small negative effect on low-ability primary students but no effect on other students — the general claim this finding bears on, with the studies behind it

• A practice-framework article, quoting Johnston and Wildy (2016), reports that the literature generally finds attainment grouping (streaming) harms learning outcomes, while noting the research is contested — the general claim this finding bears on, with the studies behind it

• Double-dose algebra policy increased academic demand for both high- and low-skill students, with below-norm students' gains not attributable to peer ability changes — related
• Algebra failure rates rose post-policy for above-norm students (~3 percentage points) but fell for below-norm students (~4 points); classroom environment and peer ability explained most of the above-norm rise but not the below-norm fall — related
• Fish pond effects: above-norm students became more likely to fail algebra when their skills were low relative to classroom peers after sorting — related
• Pre-policy, classroom average ability related positively to test scores but positively to failure, with effects strongest for high-ability students — related
• Below-norm students' algebra test scores improved despite having lower-skill peers post-policy, consistent with additional supports offsetting compositional decline — related