Chicago's double-dose algebra policy (two periods of algebra with teacher supports)¶

Element · All elements
Evidence · 8 claims (4 for, 3 mixed, 1 against) · 3 studies (3 causal), q3 · 1 of 3 report an effect size · 8 claims rest on one study

Description¶

An instructional support strategy in which "First-time ninth-grade students who tested below the national median on the eighth-grade math test enrolled in two periods of algebra coursework—a regular algebra class and an additional algebra support class, for a full academic year." The district provided professional development workshops three times a year and new curricular materials, plus three implementation guidelines: the same teacher for both courses, sequential scheduling, and the same classmates in both periods.

Design Implications¶

Context¶

Requirements¶

• Same teacher in algebra and algebra support; courses offered sequentially; support class taken with the same students as the regular algebra class; teacher professional development and new curricular materials

Constraints¶

• Did not specifically address accommodations for students with learning disabilities

Target Learners¶

• Ninth-graders scoring below the national median on the eighth-grade math test

Target Learning Goals¶

• Algebra skills, course passing, and preparation for advanced mathematics

Claims¶

• Chicago's double-dose algebra policy raised algebra test scores for both low-skill and high-skill students [+M]
• Double-dose algebra improved test scores but did not reduce algebra failure rates [+M]
• Double-dose algebra was least effective for students with the weakest incoming skills, most of whom received special education services [~M]
• Failure rates increased and grades declined for higher-skill students in single-period algebra after the policy [-M]
• Evidence on the policy's effects on 10th-grade geometry outcomes was inconsistent across groups and years [~M]
• 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 [+W]
• The double-dose policy led schools to track algebra classes by entering math skills, making classrooms more homogeneous in ability [~M]
• 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 [+M]

Related Elements¶

• Chicago Public Schools 2003 double-dose algebra policy with three structural guidelines for support courses
• Double-dose algebra policy in the Chicago Public Schools

Examples¶

• Couple subject-area curriculum reforms with comprehensive strategies to improve attendance and academic behaviors
• Double-dose algebra: tracking with supports as an alternative to detracking
• Use double-period support courses to expand instructional time for low-skilled 9th-grade math students

Key Sources¶

• Claire Durwood, Emily Krone, and Christopher Mazzeo. (2010). Are Two Algebra Classes Better Than One? The Effects of Double-Dose Instruction in Chicago. Consortium on Chicago School Research, University of Chicago. http://ccsr.uchicago.edu/content/page.php?cat=3&content_id=34