Double-dose algebra support courses improved algebra test scores for targeted low-skilled students but only modestly affected grades and failure rates¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2009 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Providing support algebra courses improved algebra test scores for the target population, with only modest effects on grades and failure rates. → Nomi & Allensworth 2009

q3 i? For students targeted by the policy, including students far from the cut-off, GPAs increased by only .01 points and failure rates increased by two percentage points. → Nomi & Allensworth 2009

Evidence¶

Nomi & Allensworth 2009¶

Nomi, T., & Allensworth, E. (2009). “Double-dose” algebra as an alternative strategy to remediation: Effects on students’ academic outcomes. Journal of Research on Educational Effectiveness, 2(2), 111–148. doi:10.1080/19345740802676739

q3 · i? · causal · r?

Evaluation of the Chicago 2003 double-period algebra policy using regression discontinuity combined with interrupted time series designs and instrumental variable models, examining 9th-grade algebra outcomes for students below the national median. The article reports that providing support courses improved algebra test scores for the target population.

"Providing support courses improved algebra test scores for the target population but only modestly affected grades and failure rates."

Discussion¶

Related Claims¶

• Double-dose algebra improved test scores but did not reduce algebra failure rates — possibly the same claim (merge candidate)
• 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
• The double-dose algebra policy adversely affected non-targeted above-norm students: their algebra grades declined and failure rates increased post-policy — related
• Below-norm students' algebra test scores improved despite having lower-skill peers post-policy, consistent with additional supports offsetting compositional decline — related
• Evidence on the policy's effects on 10th-grade geometry outcomes was inconsistent across groups and years — 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
• Failure rates increased and grades declined for higher-skill students in single-period algebra after the policy — related
• The algebra-for-all policy increased algebra access for low-skill students previously in remedial math — related
• Chicago's double-dose algebra policy raised algebra test scores for both low-skill and high-skill students — a broader claim this one bears on
• Double-dose algebra was least effective for students with the weakest incoming skills, most of whom received special education services — related
• Double-dose algebra was discontinued before its benefits were documented, though subsequent research found long-term benefits — related
• Double-dose algebra improved algebra test scores for targeted students just below the cutoff, with a larger post-policy gain than for students just above the cutoff — a narrower finding that bears on this claim