The policy substantially increased English I credit earning for low-ability students, with marginal increases in English failure and slightly lower grades¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students in all but the high-ability group were considerably more likely to earn English I credit postpolicy, particularly lowest-ability students (increases of 12% to 36%), with marginal increases in failure rates for the two low-ability groups. → Allensworth 2009

Evidence¶

Allensworth 2009¶

Allensworth, E., Nomi, T., Montgomery, N., & Lee, V. E. (2009). College Preparatory Curriculum for All: Academic Consequences of Requiring Algebra and English I for Ninth Graders in Chicago. Educational Evaluation and Policy Analysis, 31(4), 367-391. https://doi.org/10.3102/0162373709343471

q2 · i? · causal · r2

From the overall policy-effect analysis: English I credit earning increased substantially for low-ability students, reflecting extensive pre-policy remedial English use. The article reports "increases of 12% to 36%; p < .01" for the lowest-ability students; failure increases (4.0 percentage points) did not reach significance (p > .05).

"students in all but the high-ability group were considerably more likely to earn English I credit by the end of ninth grade—particularly, the lowest-ability students (increases of 12% to 36%; p < .01)."

Discussion¶

Related Claims¶

• Enrolling in English I instead of remedial English increased credit earning with no adverse consequences, but few other benefits — related
• Taking English I instead of remedial English increased English credit earning with no adverse consequences on failure rates or test scores — 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
• 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
• 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
• Universal college-prep coursework did not prepare more students for college: upper-level math credits and four-year college entrance showed no overall gains — 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
• Taking English I instead of remedial English substantially increased English I credit earning with no adverse consequences, but no GPA or reading-test benefits — related