Chicago's double-dose algebra policy raised algebra test scores for both low-skill and high-skill students¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2010 · checked against its sources 2026-10-08 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? Students in double-dose algebra classes showed significantly higher algebra test scores after the policy, despite declines in peer skill levels. → Claire Durwood 2010 q3 i? Higher-skill students in single-period algebra also improved, benefiting from more homogeneous classrooms with fewer behavioral and attendance problems. → Claire Durwood 2010 (2)

Evidence¶

Claire Durwood 2010¶

Claire Durwood, Emily Krone, and Christopher Mazzeo. (2010). Are Two Algebra Classes Better Than One? The Effects of Double-Dose Instruction in Chicago. Consortium on Chicago School Research, University of Chicago. http://ccsr.uchicago.edu/content/page.php?cat=3&content_id=34

q3 · i? · causal · r2

Quasi-experimental study (regression discontinuity and time series designs) of five cohorts of first-time ninth-graders in Chicago Public Schools, 2000-2004. The brief reports that "Test scores rose significantly for students in double-dose algebra classes" on the fall tenth-grade PLAN exam.

"Test scores rose significantly for students in double-dose algebra classes despite declines in peer skill levels and greater concentrations of students with attendance and disciplinary problems."

Claire Durwood 2010 (2)¶

Claire Durwood, Emily Krone, and Christopher Mazzeo. (2010). Are Two Algebra Classes Better Than One? The Effects of Double-Dose Instruction in Chicago. Consortium on Chicago School Research, University of Chicago. http://ccsr.uchicago.edu/content/page.php?cat=3&content_id=34

q3 · i? · causal · r2

The same CCSR study reports gains for higher-skill students in single-period classes: "the more homogenous classroom environment also produced more demanding classes," with fewer students having behavioral and attendance problems creating a better learning environment.

"For higher-skill students, the more homogenous classroom environment also produced more demanding classes, with teachers covering more difficult material than in the past."

Discussion¶

Related Claims¶

• Peer skill levels declined for high-skill students in algebra classrooms after the policy — related
• Below-norm students' algebra test scores improved despite having lower-skill peers post-policy, consistent with additional supports offsetting compositional decline — a narrower finding that bears on this claim
• 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
• For targeted students overall, the policy produced only negligible changes in algebra grades and failure rates despite test-score gains — a narrower finding that bears on this claim
• The double-dose policy led schools to track algebra classes by entering math skills, making classrooms more homogeneous in ability — related
• Double-dose algebra was least effective for students with the weakest incoming skills, most of whom received special education services — related
• Interactive pedagogy increased nearly half a standard deviation for below-norm students in homogeneous double-dose algebra classes — related
• Between- or within-class homogeneous ability grouping has a small negative effect on low-ability primary students but no effect on other students — related
• Double-dose algebra substantially increased interactive pedagogy for low-skill students (.55 SD, p<.001), unexplained by classroom compositional changes — related
• Tracking intensified concentration of behavioral and absentee problems in double-dose algebra classes, explained by declines in peer ability — related
• Sorting by ability affects grades and pass rates differently from test scores: high-skilled students' grades and pass rates decline while low-skilled students' grades improve — related