Evidence on the policy's effects on 10th-grade geometry outcomes was inconsistent across groups and years¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2008 · checked against its sources 2026-10-08 (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? Geometry GPAs and failure rates diverged between students just below and above the median in 2003, but there were no differences in 10th-grade course outcomes in 2004. → 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 · i? · causal · r2
Regression discontinuity with time series applied to 10th-grade geometry grades and failure; the divergence appeared in 2003 only and did not persist in 2004. No effect size printed.
"While geometry GPAs were unchanged and course failure increased for students just above the national median in 2003, students just below the national median showed slightly higher GPAs in 2003 and their failure rates did not increase."
Discussion¶
Related Claims¶
- 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 — 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
- The double-dose algebra policy adversely affected non-targeted above-norm students: their algebra grades declined and failure rates increased post-policy — related
- For targeted students overall, the policy produced only negligible changes in algebra grades and failure rates despite test-score gains — related
- The double-dose policy led schools to track algebra classes by entering math skills, making classrooms more homogeneous in ability — related
- Policy effects on grades and failure rates differed by incoming ability: most below-norm students' grades improved slightly, but the very lowest-ability students' algebra grades declined — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
double-dose-geometry-outcomes-inconsistent |
title |
Evidence on the policy's effects on 10th-grade geometry outcomes was inconsistent across groups and years |
description |
Evidence on the policy's effects on 10th-grade geometry outcomes was inconsistent across groups and years |
status |
review |
evidence_strength |
weak |
newest_evidence |
2008 |
source_checked |
2026-10-08 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — takako-nomi-and-elaine-m-allensworth-2008 |
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