Double-dose algebra as a sorting-plus-supporting alternative to tracking and detracking¶

Theory · All theories
Evidence · 10 claims (8 for, 1 mixed, 1 against) · 4 studies (4 causal), q2–q3 · 0 of 4 report an effect size · 9 claims rest on one study

Description¶

The double-dose strategy created homogeneous algebra classes for organizational reasons but ensured that low-track students received challenging coursework and high-quality instruction through extended time, curricular resources, and professional development. "the policy created homogeneous algebra classes for organizational reasons but ensured that low-track students received challenging coursework and high-quality instruction." This approach differs from traditional tracking (which provided low-level content and low expectations) and from detracking (which mixed abilities without additional support). The policy operated through three mechanisms: expanded instructional time, improved instruction from resources and professional development, and ability grouping into more homogeneous classes.

Design Implications¶

Context¶

Requirements¶

• Requires below-norm students to be identified by a clear skill threshold (eighth-grade ITBS scores below the national median)
• Requires additional instructional time (two periods of algebra)
• Requires curricular resources and professional development for teachers of support classes

Constraints¶

• Some schools could not fully sort due to scheduling difficulties or insufficient numbers of students, resulting in heterogeneous classrooms with a simultaneous support class instead

Target Learners¶

• Ninth-grade students with below-average incoming math skills
• Ninth-grade students with above-average incoming math skills in sorted classrooms

Target Learning Objectives¶

• Algebra I proficiency and passing
• Preparation for subsequent advanced mathematics courses

Claims¶

• Peer Skill Explains Above Norm Test Gains [+M]
• Fish Pond Effects Increase Failure Above Norm [+M]
• Below Norm Scores Improved Despite Lower Peers [+M]
• Interactive Pedagogy Increased Below Norm [+M]
• Below-norm students' pass rates improved post-policy because their skills relative to classroom peers improved under sorting [+W]
• The double-dose policy led schools to track algebra classes by entering math skills, making classrooms more homogeneous in ability [+W]
• Chicago's double-dose algebra policy raised algebra test scores for both low-skill and high-skill students [+W]
• Algebra failure rates rose post-policy for above-norm students (~3 percentage points) but fell for below-norm students (~4 points); classroom environment and peer ability explained most of the above-norm rise but not the below-norm fall [~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]
• Tracking intensified concentration of behavioral and absentee problems in double-dose algebra classes, explained by declines in peer ability [-W]

Related Theories¶

• Three-mechanism conceptual framework for how double-dose algebra affects outcomes: expanded time, changed instruction, and unintended tracking

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
• Provide targeted support depending on sorting strategy: monitor students weakest relative to classmates, and support teachers of disruptive sorted classrooms with classroom management and challenging engagement
• Ninth-grade structure of interdisciplinary learning communities with double-dose courses and freshman seminars

Key Sources¶

• Takako Nomi and Elaine M. Allensworth. (2013). Sorting and Supporting: Why Double-Dose Algebra Led to Better Test Scores but More Course Failures. American Educational Research Journal. https://doi.org/10.3102/0002831212469997