Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra
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We study an intensive math instruction policy that assigned low-skilled 9th graders to an algebra course that doubled instructional time, altered peer composition and emphasized problem solving skills.A regression discontinuity design shows substantial positive impacts of double-dose algebra on credits earned, test scores, high school graduation and college enrollment rates.Test score effects under-predict attainment effects, highlighting the importance of long-run evaluation of such a policy.Perhaps because the intervention focused on verbal exposition of mathematical concepts, the impact was largest for students with below average reading skills, emphasizing the need to target interventions toward appropriately skilled students.
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Average treatment effects are about one-quarter as large as the estimated benefit of a 30 percent reduction in elementary class size, or of doubling middle and high school math class time.
“Additionally, these average treatment effects are also roughly one-quarter the estimated gain from reducing class size by 30 percent in elementary grades (Kruger 1999), or the estimated gain from doubling the amount of class time middle and high school students spend in math (Taylor 2014, Cortes, Goodman, and Nomi 2015).”
From Learning Job Skills from Colleagues at Work: Evidence from a Field Experiment Using Teacher Performance Data (2020) · cites this paper as Cortes, Goodman, and Nomi 2015
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CLASS TRACKS AND EDUCATION OUTCOMES: EVIDENCE FROM A CHINESE UNIVERSITY
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- Authors
- Cortes, K. E., Goodman, J. S., & Nomi, T.
- Affiliations
- Texas A&M University (US)
- Corresponding author
- Goodman, Joshua S.
- Venue
- Journal of Human Resources
- Publisher
- University of Wisconsin Press
- Published
- 2015
- Volume
- 50
- Issue
- 1
- Pages
- 108-158
- ISSN
- 0022-166X (ISSN-L)
- 1548-8004
- OpenAlex
- W2890110215
- Cited by
- 91
- References
- 54
- Citations by year
- 2026: 8 · 2025: 3 · 2024: 5 · 2023: 7 · 2022: 8 · 2021: 9 · 2020: 4 · 2019: 11 · 2018: 10 · 2017: 10 · 2016: 7 · 2015: 5 · 2014: 3 · 2013: 1
- FWCI
- 53.36
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- The Journal of Human Resources (publishedVersion)
- Funders
- Institute of Education Sciences (R305A120466)
- Stanford Graduate School of Education
- Topics
- Social Sciences › Education › School Choice and Performance
- Physical Sciences › Mathematics › Modeling and Simulation › Mathematics Education and Programs
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Keywords
- educational attainment, high school graduation, college enrollment, test scores, peer composition, problem-solving skills, reading skills, long-term effects, education policy evaluation, regression discontinuity design
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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