New research on a Chicago policy that requires some 9th graders to double up on algebra instruction identifies "positive and substantial" longer-run benefits for participants, including improvements to performance on college-entrance exams, high school graduation rates, and college-enrollment rates.
The benefits were largest for students with "decent math skills but below-average reading skills," the study says, suggesting that this might be explained by the intervention's focus on improving students' written expression of mathematical concepts, according to an overview of the researchpublished Thursday in the journal Education Next.
