Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra
研究了针对低技能九年级学生的双倍代数课程（增加教学时间、改变同伴构成、强调问题解决）对学分、考试成绩、高中毕业和大学入学的长期正面影响，发现考试成绩效应低估了成就效应，且对阅读能力较低的学生影响最大。
We study an intensive math instruction policy that assigned low-skilled ninth 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 underpredict 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.