Chicago Public Schools 2003 double-dose algebra policy with three structural guidelines for support courses¶

Element · All elements
Evidence · 9 claims (4 for, 4 mixed, 1 against) · 4 studies (4 causal), q3 · 1 of 4 report an effect size · 8 claims rest on one study

Description¶

A district-wide policy requiring all first-time ninth-graders scoring below the national median on the eighth-grade math test to enroll in a regular algebra class plus an additional algebra support class for a full academic year. The district suggested schools program support courses so that "double-dose algebra students should have the same teacher in algebra and algebra support," courses be sequential, and support classmates be the same students; most schools followed these guidelines in 2003, with adherence declining after the same-teacher guideline was removed in 2004.

Design Implications¶

Context¶

Requirements¶

• An eligibility cutoff (eighth-grade test scores below the national median)
• Scheduling capacity for a second algebra period; the district removed the same-teacher guideline in 2004 after scheduling complaints

Constraints¶

• The district did not mandate a particular curriculum, and the study does not address variation in instructional content across schools

Target Learners¶

• Below-norm ninth-grade students in all CPS high schools, including 60 neighborhood, 11 magnet, and 6 vocational schools

Target Learning Goals¶

• Ninth-grade algebra achievement and course passing

Affordances¶

• Double Dose Three Mechanism Framework

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 [+W]
• 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 [~W]
• Evidence on the policy's effects on 10th-grade geometry outcomes was inconsistent across groups and years [~W]
• The double-dose policy led schools to track algebra classes by entering math skills, making classrooms more homogeneous in ability [~W]
• For targeted students overall, the policy produced only negligible changes in algebra grades and failure rates despite test-score gains [~W]
• The double-dose algebra policy adversely affected non-targeted above-norm students: their algebra grades declined and failure rates increased post-policy [-W]
• Chicago's double-dose algebra policy raised algebra test scores for both low-skill and high-skill students [+W]
• 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 [+W]
• Classroom peer skill levels explain about 20% of post-policy test score improvements among above-norm algebra students in Chicago [+W]

Related Elements¶

• Chicago's double-dose algebra policy (two periods of algebra with teacher supports)
• Double-dose algebra policy in the Chicago Public Schools

Examples¶

• 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¶

• 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