Intensive Math Instruction and Educational Attainment
研究了一项为低技能九年级学生开设的强化代数课程，该课程将教学时间加倍并改变同伴构成，发现其对学分、考试成绩、高中毕业和大学入学率有显著正面影响，且对阅读能力较低的学生效果最大。
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.