“Double-Dose” Algebra as an Alternative Strategy to Remediation: Effects on Students' Academic Outcomes

By Takako Nomi, Elaine Allensworth. 2009

114 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/2c8521a4b083d0cfb65f975bad4a4b787550e601

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Sean F. Reardon
2. Takako Nomi
3. E. Taylor
4. Stephen Raudenbush
5. Kallie Clark
6. Elaine Allensworth
7. T. Domina
8. Emily K. Penner

In Information Systems and Management

1. Stephen Raudenbush
2. Sean F. Reardon
3. E. Taylor
4. Kallie Clark
5. Takako Nomi
6. Elaine Allensworth
7. Jessica B. Heppen
8. Kirk Walters

Citations in the corpus

• High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions About Consistency Across High Schools (2020, result): “…2001), where students with similar prior test scores, academic performance, or effort receive lower grades in classrooms and schools of predominantly high-achieving students compared to those with lower-achieving students (Barrow et al., 2016; Farkas et al., 1990; Nomi & Allensworth, 2009).”
• The more, the better? The impact of instructional time on student performance (2017, unknown): “…on educational tracking and ability grouping provide evidence that the gains in achievement among students differ from track to track (for an overview on tracking see Betts 2011, and on instruction time and tracking Robertson and Symons 2003; Nomi and Allensworth 2009; Angelone and Moser 2012).”
• Aiming High and Falling Short (2015, background): “…analyses suggest that the “double-dose” Algebra curriculum that Chicago implemented as a part of this effort was effective for low-achieving students (Nomi & Allensworth, 2009), Nomi (2012) finds that curricular intensification in Chicago had unintended negative effects for high-achieving students.”
• Spending more of the school day in math class: Evidence from a regression discontinuity in middle school (2014, background): “…the impersistence of student achievement gains generated by varying 2 Original estimates from the Chicago policy were smaller, about 0.20σ (Nomi and Allensworth 2009, Raudenbush, Reardon, and Nomi 2012), but the more recent estimates account for differences in peer quality which was also…”
• Statistical Analysis for Multisite Trials Using Instrumental Variables With Random Coefficients (2012, methodology): “Nomi and Allensworth (2009) (henceforth “NA”) used a regression discontinuity design (RDD) to estimate the impact of taking Double-Dose Algebra.”
• The Struggle to Pass Algebra: Online vs. Face-to-Face Credit Recovery for At-Risk Urban Students (2017, background): “Although students’ test scores improved with the policy, their pass rates did not (Nomi & Allensworth, 2009).”
• Effects of High School Course-Taking on Secondary and Postsecondary Success (2012, unknown): “…& Keith, 1991; Gamoran, 1987; Gamoran & Hannigan, 2000; Effects of High School Course-Taking National Center for Education Statistics [NCES], 1997; Nomi & Allensworth, 2009; Rock & Pollack, 1995; Schneider, 2003; Sebring, 1987; Stevenson, Schiller, & Schneider, 1994); (b) high school graduation…”