Double-dose algebra policy in the Chicago Public Schools¶

Element · All elements
Evidence · 5 claims (5 for) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 5 claims rest on one study

Description¶

A district policy initiated in the Chicago Public Schools in 2003 requiring that all students with 8th-grade test scores below the national median enroll in a support algebra course in addition to regular algebra in the 9th grade. The policy is described as an instance of expanded instructional time aimed at low-skilled 9th graders. The article evaluates it with regression discontinuity combined with interrupted time series designs, and instrumental variable models, measuring grades, failure rates and test scores in 9th-grade algebra and 10th-grade geometry.

Design Implications¶

Context¶

Requirements¶

• Applies to students identified by 8th-grade test scores below the national median; the support course must be taken in addition to regular algebra in the 9th grade.

Constraints¶

• Students with very low initial abilities benefited less than students close to the national median; the policy also produced tracking and spillover effects on non-targeted students.

Target Learners¶

• 9th-grade students with 8th-grade math scores below the national median

Target Learning Goals¶

• 9th-grade algebra achievement (test scores, grades, pass rates)

Claims¶

• Double-dose algebra support courses improved algebra test scores for targeted low-skilled students but only modestly affected grades and failure rates [+W]
• The double-dose policy led schools to track algebra classes by students' entering math skills [+W]
• Evidence on the policy's effects on 10th-grade geometry outcomes was inconsistent across groups and years [+W]
• 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]

Related Elements¶

• Chicago Public Schools 2003 double-dose algebra policy with three structural guidelines for support courses
• Chicago's double-dose algebra policy (two periods of algebra with teacher supports)
• NMSA 9th Grade Academy course teaching skills for success with research-based learning strategies

Examples¶

• Use double-period support courses to expand instructional time for low-skilled 9th-grade math students
• Double-dose algebra: tracking with supports as an alternative to detracking

Key Sources¶

• Double-dose algebra policy evaluation in the Chicago Public Schools. (2003). Journal of Research on Educational Effectiveness. https://www.tandfonline.com/journals/ujree20