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

Theory · All theories
Evidence · 5 claims (5 for) · 2 studies (2 causal), q2–q3 · 0 of 2 report an effect size · 5 claims rest on one study

Description¶

The article proposes that the policy could affect outcomes through two intentional mechanisms — expanded instructional time and changes in instructional content and pedagogy from new curricular resources and professional development — plus an unintentional third mechanism. As the authors state, "tracking was an unintentional third mechanism through which the policy could have affected student outcomes," shifting classroom composition and thereby instruction, pace, and climate for both targeted and non-targeted students in opposite ways.

Design Implications¶

Context¶

Requirements¶

• The framework assumes outcomes must be examined across multiple measures (test scores, grades, failure rates) because mechanisms affect them differently

Constraints¶

• The study cannot separate intended from unintended effects for targeted students; it examines double-dose algebra in homogeneous low-ability classrooms
• A subsequent article was planned to address mediation by classroom composition, instruction, and pedagogy

Target Learners¶

• First-time ninth-grade students in urban public high schools with math skills below the national median

Target Learning Objectives¶

• Ninth-grade algebra skills and course passing
• Subsequent geometry performance

Claims¶

• Double Dose Induced Algebra Tracking [+M]
• Double Dose Policy Harmed Above Norm Grades [+M]
• Double-dose algebra substantially increased interactive pedagogy for low-skill students (.55 SD, p<.001), unexplained by classroom compositional changes [+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]
• 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 [+M]

Related Theories¶

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

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
• Ninth-grade structure of interdisciplinary learning communities with double-dose courses and freshman seminars

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