The double-dose algebra policy adversely affected non-targeted above-norm students: their algebra grades declined and failure rates increased post-policy¶

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

Subclaims¶

q3 i? Among above-norm students, algebra GPAs declined by .12 points on average and failure rates increased by four percentage points from 2002 to 2003. → 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

Cohort comparison of post-policy versus pre-policy students by percentile rank group (equations 3 and 4); no printed effect size. The article does not establish why grades fell: it offers possible explanations (in its conceptual framework, grades "may be lower" in higher-ability classrooms "due to harder assignments and teachers' perceptual changes"; in its discussion, perceptual changes and more difficult content "could explain" the decline) and says the authors "are investigating these explanations in further work".

"Among above-norm students, GPAs declined by .12 points, on average, while failure rates increased by four percentage points."

Discussion¶

Learner Variables¶

• Algebraic Thinking — moderator: an instructional effect differs with it

Related Claims¶

• 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
• 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
• Evidence on the policy's effects on 10th-grade geometry outcomes was inconsistent across groups and years — related
• For targeted students overall, the policy produced only negligible changes in algebra grades and failure rates despite test-score gains — related
• Failure rates increased and grades declined for higher-skill students in single-period algebra after the policy — 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
• The double-dose policy affected non-targeted high-ability students: their algebra test scores improved while their grades declined — 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
• Only 64% of Black Michigan students passed Algebra I by 10th grade in 2021-22, below the 74% statewide average, while white students were the sole group above it at 78% — related
• Double-dose algebra improved test scores but did not reduce algebra failure rates — related
• Alternate Average Adult tests are misplaced: 50% of AI 1 failures and 46% of AI 2 failures came from students with IQ above 110 — related