Double-dose algebra: tracking with supports as an alternative to detracking¶

Strategy · All strategies
Evidence · 1 claim (1 mixed) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The double-dose algebra strategy keeps homogeneous classes but gives low-skill students two periods of algebra—a support course plus regular algebra—along with curricular resources, stand-alone lesson plans, and professional development workshops three times a year for teachers. The article presents it as an alternative to detracking, since "merely eliminating tracking is not clearly preferable," and shows the supports mitigated tracking's typical harms for low-skill students.

Design Implications¶

Context¶

Requirements¶

• Requires doubled instructional time for below-norm students
• Requires curricular resources and lesson plans for double-dose teachers
• Requires ongoing professional development for teachers of support courses

Constraints¶

• A full set of mediating factors cannot be separated for low-skill students because instructional time, resources, and professional development changed simultaneously
• Benefits depended on schools sorting students into separate algebra classes per policy guidelines

Target Learners¶

• Ninth-grade students with 8th-grade math scores below the national median
• Ninth-grade algebra students generally

Target Learning Goals¶

• Algebra achievement (test scores)
• Algebra course passing/failure

Claims¶

• Algebra/geometry sequence passing rose from 36.5 to 49.7 percent, with changes in incoming students accounting for only 17.8 percent of the improvement [~W]

Related Strategies¶

• Use double-period support courses to expand instructional time for low-skilled 9th-grade math students

Examples¶

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Key Sources¶

• Takako Nomi, Elaine M. Allensworth. (2010). The Effects of Tracking with Supports on Instructional Climate and Student Outcomes in High School Algebra. Consortium on Chicago School Research, University of Chicago. https://consortium.uchicago.edu/publications/effects-tracking-supports-instructional-climate-and-student-outcomes-high-school