Tracking intensified concentration of behavioral and absentee problems in double-dose algebra classes, explained by declines in peer ability¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2010 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Peers in double-dose algebra were more likely to be absent by one day and have disciplinary problems by 0.07 SD than classmates in pre-policy algebra classes. → Takako Nomi 2010

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

Cross-cohort discontinuity analysis of classroom disciplinary and absentee measures built from student surveys corroborated with CPS discipline records. Declines in peer ability levels explained these post-policy increases, consistent with prior tracking studies.

"Peers in double-dose algebra were more likely to be absent from school by one day (-.38+1.37) and have disciplinary problem by 0.07 SD (-0.05+0.12) than classmates in pre-policy algebra classes."

Discussion¶

Learner Variables¶

General Cognitive Ability — predictor: learners who differ on it differ in outcomes

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
The double-dose policy led schools to track algebra classes by entering math skills, making classrooms more homogeneous in ability — related
Below-norm students' algebra test scores improved despite having lower-skill peers post-policy, consistent with additional supports offsetting compositional decline — related
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
Chicago's double-dose algebra policy raised algebra test scores for both low-skill and high-skill students — related

Page metadata

Field	Value
`type`	`claim`
`id`	`double-dose-concentrated-behavioral-problems`
`title`	`Tracking intensified concentration of behavioral and absentee problems in double-dose algebra classes, explained by declines in peer ability`
`description`	`Tracking intensified concentration of behavioral and absentee problems in double-dose algebra classes, explained by declines in peer ability`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2010`
`source_checked`	`2026-10-18`
`generated`	by `process:wiki-ingest` on `2026-10-08`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `takako-nomi-2010`

Frontmatter is the page's machine-readable record — see the Schema & Guide.