Enrolling in English I instead of remedial English increased credit earning with no adverse consequences, but few other benefits¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students at all ability levels were much more likely to earn English I credit, while failure rates, GPA, and reading scores were unaffected. → Allensworth 2008

Evidence¶

Allensworth 2008¶

Allensworth, E., Nomi, T., Montgomery, N., & Lee, V. E. (2008). College Preparatory Curriculum for All: Consequences of Ninth-Grade Course Taking in Algebra and English on Academic Outcomes in Chicago. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/college-preparatory-curriculum-all-consequences-ninth-grade-coursetaking-algebra-and

q3 · i? · causal · r2

Table 2 enrollment-effect simulation for English I. Course absence declined slightly (about a third of a day) for the two lower ability groups (p<.05); neither English GPA nor reading test scores were affected.

"Students at all ability levels were much more likely to earn English I credit (p<.01), and their failure rates were unaffected."

Discussion¶

Related Claims¶

• Chicago's College-Prep-for-All policy nearly universalized ninth-grade Algebra I and English I enrollment and closed course-taking gaps by race, ability, and special education status — related
• Taking English I instead of remedial English increased English credit earning with no adverse consequences on failure rates or test scores — possibly the same claim (merge candidate)
• The policy substantially increased English I credit earning for low-ability students, with marginal increases in English failure and slightly lower grades — related
• Taking English I instead of remedial English substantially increased English I credit earning with no adverse consequences, but no GPA or reading-test benefits — possibly the same claim (merge candidate)
• Mandated rigorous-curriculum policies in CPS sometimes had adverse consequences: the IDS initiative saw test scores decline and the college-prep-for-all policy increased course failure without achievement gains — related
• Taking Algebra I instead of remedial math increased algebra credit earning but raised failure rates and lowered grades for low- and average-ability students, with no test-score benefit — related
• Taking Algebra I instead of remedial math raised Algebra credit attainment but increased failure rates and lowered math grades, with no test-score benefit — related
• Overall policy effects: lowest-ability students earned more ninth-grade credits but also failed more, and long-term outcomes were small to non-existent, with no increase in college entrance — related
• Overall policy effects were concentrated among the lowest-ability students: larger credit gains but more failures and lower math GPAs, with ninth-grade test scores unaffected — related