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Ability-Tracking, Instructional Time, and Better Pedagogy: The Effect of Double-Dose Algebra on Student Achievement

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  • Kalena E. Cortes
  • Joshua S. Goodman

Abstract

This paper provides new evidence on tracking by studying an innovative curriculum implemented by Chicago Public Schools (CPS). In 2003, CPS enacted a double-dose algebra policy requiring 9th grade students with 8th grade math scores below the national median to take two periods of algebra instead of one. This policy led schools to sort students into algebra classes by math ability, so that tracking increased in all algebra classes. We show that double-dosed students are exposed to a much lower-skilled group of peers in their algebra classes but nonetheless benefit substantially from the additional instructional time and improved pedagogy.

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  • Kalena E. Cortes & Joshua S. Goodman, 2014. "Ability-Tracking, Instructional Time, and Better Pedagogy: The Effect of Double-Dose Algebra on Student Achievement," American Economic Review, American Economic Association, vol. 104(5), pages 400-405, May.
    • Handle: RePEc:aea:aecrev:v:104:y:2014:i:5:p:400-405
    Note: DOI: 10.1257/aer.104.5.400
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    1. Erik Hanushek & Stephen Machin & Ludger Woessmann (ed.), 2011. "Handbook of the Economics of Education," Handbook of the Economics of Education, Elsevier, edition 1, volume 4, number 4, June.
    2. Will Dobbie & Roland G. Fryer, Jr., 2011. "Exam High Schools and Academic Achievement: Evidence from New York City," NBER Working Papers 17286, National Bureau of Economic Research, Inc.
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    4. Kalena E. Cortes & Joshua S. Goodman & Takako Nomi, 2015. "Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra," Journal of Human Resources, University of Wisconsin Press, vol. 50(1), pages 108-158.
    5. Sa A. Bui & Steven G. Craig & Scott A. Imberman, 2011. "Is Gifted Education a Bright Idea? Assessing the Impact of Gifted and Talented Programs on Achievement," NBER Working Papers 17089, National Bureau of Economic Research, Inc.
    6. Betts, Julian R., 2011. "The Economics of Tracking in Education," Handbook of the Economics of Education, in: Erik Hanushek & Stephen Machin & Ludger Woessmann (ed.), Handbook of the Economics of Education, edition 1, volume 3, chapter 7, pages 341-381, Elsevier.
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    Cited by:

    1. Huebener, Mathias & Kuger, Susanne & Marcus, Jan, 2017. "Increased instruction hours and the widening gap in student performance," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 47, pages 15-34.
    2. de Roux, Nicolás & Riehl, Evan, 2022. "Do college students benefit from placement into higher-achieving classes?," Journal of Public Economics, Elsevier, vol. 210(C).
    3. Benjamin W. Arold, 2022. "Evolution vs. Creationism in the Classroom: The Lasting Effects of Science Education," ifo Working Paper Series 379, ifo Institute - Leibniz Institute for Economic Research at the University of Munich.
    4. Kalena E. Cortes & Joshua S. Goodman & Takako Nomi, 2015. "Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra," Journal of Human Resources, University of Wisconsin Press, vol. 50(1), pages 108-158.
    5. Larissa Zierow, 2017. "Economic Perspectives on the Implications of Public Child Care and Schooling for Educational Outcomes in Childhood and Adult Life," ifo Beiträge zur Wirtschaftsforschung, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, number 76.
    6. Canaan, Serena, 2020. "The long-run effects of reducing early school tracking," Journal of Public Economics, Elsevier, vol. 187(C).
    7. OIKAWA Masato & TANAKA Ryuichi & BESSHO Shun-ichiro & KAWAMURA Akira & NOGUCHI Haruko, 2022. "Do Class Closures Affect Students' Achievements? Heterogeneous effects of students' socioeconomic backgrounds," Discussion papers 22042, Research Institute of Economy, Trade and Industry (RIETI).
    8. Angela Boatman & Susana Claro & Matias Fresard & Jenna W. Kramer, 2022. "Do Corequisite Math Courses Improve Academic Outcomes in Technical Colleges?: Evidence from Chile," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(3), pages 453-480, May.
    9. Benjamin W. Arold & M. Danish Shakeel, 2021. "The Unintended Effects of the Common Core State Standards on Non-Targeted Subjects," ifo Working Paper Series 354, ifo Institute - Leibniz Institute for Economic Research at the University of Munich.
    10. Chen, Wanling & Hu, Yao & Liu, Bei & Wang, Hui & Zheng, Mingbo, 2022. "Does the establishment of Pilot Free Trade Test Zones promote the transformation and upgradation of trade patterns?," Economic Analysis and Policy, Elsevier, vol. 76(C), pages 114-128.
    11. Lelys Dinarte-Diaz, 2024. "Peer Effects on Violence: Experimental Evidence from El Salvador," CESifo Working Paper Series 10975, CESifo.
    12. Gvozdeva, Margarita A. (Гвоздева, Маргарита А.) & Kazakova, Maria V. (Казакова, Мария) & Lyubimov, Ivan L. (Любимов, Иван) & Nesterova, Kristina V. (Нестерова, Кристина), 2017. "Immigration, school system and Human Capital [Иммиграция, Школьная Система И Накопление Человеческого Капитала]," Ekonomicheskaya Politika / Economic Policy, Russian Presidential Academy of National Economy and Public Administration, vol. 1, pages 40-57, February.
    13. Padilla-Romo, María, 2022. "Full-time schools, policy-induced school switching, and academic performance," Journal of Economic Behavior & Organization, Elsevier, vol. 196(C), pages 79-103.
    14. Gerhardts, Ilka & Sunde, Uwe & Zierow, Larissa, 2016. "Denominational Schools and Returns to Education - Gender Socialization in Multigrade Classrooms?," VfS Annual Conference 2016 (Augsburg): Demographic Change 145762, Verein für Socialpolitik / German Economic Association.
    15. Dinarte Diaz, Lelys, 2024. "Peer Effects on Violence: Experimental Evidence from El Salvador," IZA Discussion Papers 16830, Institute of Labor Economics (IZA).
    16. Dinarte Diaz,Lelys Ileana, 2020. "Peer Effects on Violence : Experimental Evidence from El Salvador," Policy Research Working Paper Series 9187, The World Bank.
    17. Lars J. Kirkebøen & Trude Gunnes & Lena Lindenskov & Marte Rønning, 2021. "Didactic methods and small-group instruction for low-performing adolescents in mathematics. Results from a randomized controlled trial," Discussion Papers 957, Statistics Norway, Research Department.
    18. Rosa, Leonardo & Bettinger, Eric & Carnoy, Martin & Dantas, Pedro, 2022. "The effects of public high school subsidies on student test scores," Economics of Education Review, Elsevier, vol. 87(C).

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    More about this item

    JEL classification:

    • H75 - Public Economics - - State and Local Government; Intergovernmental Relations - - - State and Local Government: Health, Education, and Welfare
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth

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