Double Dose Algebra

Education Next WINTER 2013 / VOL. 13, NO. 1

http://educationnext.org/a-double-dose-of-algebra/

A Double Dose of Algebra has long-term benefits

“Algebra for all” is the common mantra for 9^th grade mathematics education.  Unfortunately, many students do not have the background to succeed in a rigorous Algebra course.  Simply making a student take Algebra doesn’t mean that student will be more likely to succeed, in fact the opposite is often true.  A promising approach for offering all ninth graders Algebra, is what is being termed, “Double Dose Algebra.”   This approach places struggling students in two periods of Algebra.  This allows them more time to learn and process the concepts.

In the article, “ A Double Dose of Algebra” by Kalena Cortes, Joshua Goodman and Takako Nomi explore the data from the Chicago Public Schools to look for any long-term benefits of increased algebra instruction time.  They find that while short-term benefits of double does Algebra are not apparent, students who take the double course receive some benefit in future academic achievement.

Chicago Public Schools implemented the double-dose algebra policy in 2003 for students scoring below the national median on the 8^th-grade math exam.  These students were required to register for two periods of math, Algebra and Algebra Support.  For the most part, the classes were taught consecutively, with the same instructor, and with the same set of students.

Interestingly, students who participated in double dose Algebra showed no improvement in 9^th grade algebra failure rates.  However, when long-term effects were examined, students who had the double dose of Algebra out performed those with similar initial 8^th grade test scores in standardized testing, trigonometry, graduation rates, and future college enrollment. ACT (a common college entrance exam) scores showed little improvement until 11^th grade when they increased by 1.5 standard deviations.  These students were much more likely to pass Trigonometry, and graduation rates for the double dose algebra students increased by %17.  All of the previous outcomes most likely led to the 30% increase in college enrollment for these students.

Giving students the time they need to digest higher-level math classes is an improved alternative to forcing student to rush through math concepts they may not understand without additional help.  With many districts requiring Algebra for all, educators need to make it reachable.  Giving students more time appears to benefit their long-term academic success.