For many students, double-dose algebra leads to college attainment


Date:
July 7, 2021
Source:
Saint Louis University
Summary:
In the United States, low-income and minority students are
completing college at low rates compared to higher-income
and majority peers -- a detriment to reducing economic
inequality. Double-dose algebra could be a solution, according to
a new study.



FULL STORY ==========================================================================
In the United States, low-income and minority students are completing
college at low rates compared to higher-income and majority peers --
a detriment to reducing economic inequality. Double-dose algebra could
be a solution, according to a new study published in roceedings of the
National Academy of Sciences of the United States of America (PNAS).


==========================================================================
The paper, "Effects of Double-Dose Algebra on College Persistence
and Degree Attainment," is the culmination of a series of studies that
followed two cohorts of ninth-grade students over a period of 12 years in
the Chicago Public Schools (CPS) where double-dose algebra was introduced
in 2003.

The new policy required incoming ninth graders with eighth-grade math
scores below the national median to complete two periods of math --
one period of algebra, plus an additional period of instruction designed
to build foundational prealgebra skills. Research findings showed that,
for median-skill students scoring at or above the 50th percentile in the
2003 cohort, double- dose algebra significantly increased semesters of
college attended and college degree attainment.

"This provides unique insight for districts that provide extra instruction
but are unable to rigorously study the impact of those programs," said
Takako Nomi, Ph.D., associate professor of educational studies at Saint
Louis University.

Her work focuses on educational policy and equity.

Nomi, who also serves as research affiliate at the University of Chicago's Consortium on Chicago School Research, led the study. Other authors
include Stephen W. Raudenbush, Ed.D., of the department of sociology at
the University of Chicago; and Jake J. Smith, of Harris School of Public
Policy at the University of Chicago.

A key takeaway from the study is how schools chose to implement the
policy matters, Nomi said. Fewer schools adopted the cut-score-based double-dose algebra program in 2004 than in 2003. Most schools that did strongly comply in 2004, did so by placing their median-skill double-dose students in low-skill algebra classrooms, according to the study.

In terms of classroom peer composition, "the impact was largest when
schools didn't group double-dose students with low-skilled students,"
Nomi said.

Research findings demonstrate that when students were placed in
double-dose classes with much lower-skilled peers, the program had
no effect. Subsequent research should address the design of optimal
policies for lower-skill students, Nomi said. A math intervention far
more intensive than double-dose algebra is essential to improve their
high school and postsecondary outcomes.

The study also notes that ninth-grade students who fail math also tend
to fail other core classes.

"It's not just a math issue," Nomi said. "The policy of giving extra
math is not enough to change the trajectory for the students who struggle
the most.

It's important to support struggling students in general." This study
was supported by grant R305A170602 from the Institute of Education
Sciences entitled, "Doubling Up? Understanding the Long-Term Effects
of Ninth- Grade Algebra Reform on College Persistence and Graduation."
Nomi's research interests include urban education, education policy,
inequality in education, school reforms, and college readiness. Nomi is associate director of the Sinquefield Center for Applied Economic Research where she collaborates with top SLU researchers. In a separate study,
she's exploring why low-income and minority students -- particularly
Black males -- are less likely to complete college. She is also a part
of a faculty advisory board at SLU's Geospatial Institute.

========================================================================== Story Source: Materials provided by Saint_Louis_University. Original
written by Bridjes O'Neil. Note: Content may be edited for style and
length.


========================================================================== Journal Reference:
1. Takako Nomi, Stephen W. Raudenbush, Jake J. Smith. Effects of
double-dose
algebra on college persistence and degree attainment. Proceedings
of the National Academy of Sciences, 2021; 118 (27): e2019030118
DOI: 10.1073/ pnas.2019030118 ==========================================================================

Link to news story: https://www.sciencedaily.com/releases/2021/07/210707140717.htm

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