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

Principal Investigator(s): View help for Principal Investigator(s) Kalena E. Cortes; Joshua S. Goodman

Name	File Type	Size	Last Modified
P2014_1176_data			10/11/2019 10:23:PM
LICENSE.txt	text/plain	14.6 KB	10/11/2019 06:23:PM

Project Citation:

Cortes, Kalena E., and Goodman, Joshua S. Replication data for: Ability-Tracking, Instructional Time, and Better Pedagogy: The Effect of Double-Dose Algebra on Student Achievement. Nashville, TN: American Economic Association [publisher], 2014. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-11. https://doi.org/10.3886/E112804V1

Project Description

Summary: 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.

Scope of Project

JEL Classification:
      H75 State and Local Government: Health; Education; Welfare; Public Pensions
      I21 Analysis of Education
      I28 Education: Government Policy
      J13 Fertility; Family Planning; Child Care; Children; Youth

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V1 [2019-10-11]

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