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¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2008 · checked against its sources 2026-10-15 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i1 Students just below the national median cutoff scored .69 points higher in 2003 than their 2002 counterparts (effect size=.26), a larger improvement than the .47-point (effect size=.15) gain among students just above the cutoff. → Takako Nomi and Elaine M. Allensworth 2008

Evidence¶

Takako Nomi and Elaine M. Allensworth 2008¶

Takako Nomi and Elaine M. Allensworth. (2008). “Double-dose” Algebra as an Alternative Strategy to Remediation: Effects on Students’ Academic Outcomes. Consortium on Chicago School Research, University of Chicago. http://www.informaworld.com/smpp/content~db=all?content=10.1080/19345740802676739

q3 · i1 · causal · r2

Regression discontinuity combined with interrupted time series on CPS cohorts. For algebra test scores, the article reports separate post-policy (2003) versus 2002 gains for each side of the cutoff: .69 points for students just below it (effect size=.26) and .47 points for students just above it (effect size=.15); "the post-policy improvements were greater among students just below the cutoff, suggesting a double-dose benefit for those targeted by the policy". These are pre-post differences within each group, not the below-versus-above discontinuity estimate itself.

"Students just below the cutoff scored .69 points higher in 2003 than their counterparts in 2002 (effect size=.26) while the pre- and post-policy difference among students just above the cutoff was .47 (effect size =.15)."

Discussion¶

Related Claims¶

• Double-dose algebra was least effective for students with the weakest incoming skills, most of whom received special education services — 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
• Double-dose algebra was discontinued before its benefits were documented, though subsequent research found long-term benefits — related
• Double-dose algebra support courses improved algebra test scores for targeted low-skilled students but only modestly affected grades and failure rates — a broader claim this one bears on
• 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