Understanding Effective Implementation of Ninth-Grade Algebra Intervention and Its Long-Term Impact on College Degree Attainment

• In Event: Hilton Roundtable 2
  In Roundtable Session: School-Based Interventions to Promote STEM Learning

Abstract

In 2003, Chicago Public Schools instituted a “Double-Dose Algebra” policy in ninth grade, requiring all ninth-grade students with pre-test scores below the national median to take algebra and an additional support course. Earlier studies showed positive impacts on a host of high school outcomes and college enrollment. This follow-up study examines the policy impact on college persistence and degree attainment and how the policy impact varied by high school. The results showed positive impacts on attaining 2-year and 4-yr degrees and college persistence. High schools that produced larger impacts on earlier high school outcomes continue to produce larger impacts on these later attainment outcomes. This variability is related to how schools organized algebra instruction.

Authors

• Takako Nomi, Saint Louis University

• Stephen W. Raudenbush, University of Chicago