Expanded instructional time has become increasingly popular as a strategy to improve the academic outcomes of low-skilled students, particularly in ninth grade. We evaluate the efficacy of a double-period algebra policy initiated in the Chicago Public Schools in 2003. This policy required all students with eighth-grade test scores below the national median to enroll in a support algebra course in addition to regular algebra in ninth grade. We show the effects of the policy on students' grades, failure rates, and test scores in 9th-grade algebra and 10th grade geometry.
Providing support courses improved algebra test scores for the target population, but only modestly affected grades and failure rates. Students with very low initial abilities benefited less than students close to the national median. The policy also led schools to track algebra classes by students' entering math skills. As a result, it affected academic outcomes among students not targeted by the policy; test scores among high-ability students improved while their grades declined.
This is a working paper. Working papers are preliminary versions that are shared in a timely manner, with the aim of contributing to ongoing conversations in research and practice. They have not undergone the Consortium’s full internal review process, nor have they received external peer review. Views expressed in this paper do not necessarily reflect those of the UChicago Consortium or the University of Chicago. Any errors are the authors’ own.
This paper was published in Journal of Research on Educational Effectiveness, April 2009, Volume 2, Issue 2, pages 111 - 148