Are Two Algebra Classes Better Than One: The Effects of Double-Dose Instruction in Chicago.

摘要

A diverse set of reformers and policymakers argue that growing numbers of students are leaving high school lacking the math skills necessary to succeed in college and careers. Consequently, states and districts have sought to increase the rigor of math coursework both in the middle grades and in high school. Despite these efforts, many students are still entering high school unprepared for Algebra I, the gateway course for more advanced math. In response to the problem of weak math preparation, districts and schools around the country are developing curricular supports for struggling high school students. Double-dose algebrain which less-skilled students take two periods of algebra in one yearis one such support strategy that is growing in popularity. In 2003, Chicago Public Schools (CPS) became an early adopter of the double-dose algebra strategy, requiring all ninth-graders with low entering test scores to take two periods of algebra. To inform double-dose efforts in Chicago and nationally, researchers at the Consortium on Chicago School Research (CCSR) at the University of Chicago have spent the last two-and-a-half years studying the implementation of the double-dose algebra policy in Chicago. They found that the double-dose algebra strategy, when accompanied by additional supports for teachers, has significant promise for improving the academic skills of all students. One reason for this impact is that Chicagos double-dose policy was accompanied unintentionally by a form of ability grouping, as schools split students into different algebra classes based on their incoming skills. This ability grouping seemed to benefit all students: lower-skilled students gained from the extra instructional time and teacher support in the double-dose classes, while higher-skilled students benefited from stronger classroom environments with less time spent on in-class remediation.