This policy brief summarizes the key findings from CCSR’ s study of a double-dose algebra policy in Chicago and highlights implications for schools, districts, and policymakers.

This policy brief explores the effects of requiring students with below-average math skills to take two periods of algebra in a single year. The report, Are Two Algebra Classes Better Than One? The Effects of Double-Dose Instruction in Chicago, found that the policy, when paired with additional support for teachers, showed significant promise for improving the academic skills of all students.