| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w18161 |
| 来源ID | Working Paper 18161 |
| The Aftermath of Accelerating Algebra: Evidence from a District Policy Initiative | |
| Charles T. Clotfelter; Helen F. Ladd; Jacob L. Vigdor | |
| 发表日期 | 2012-06-15 |
| 出版年 | 2012 |
| 语种 | 英语 |
| 摘要 | In 2002/03, the Charlotte-Mecklenburg Schools in North Carolina initiated a broad program of accelerating entry into algebra coursework. The proportion of moderately-performing students taking algebra in 8th grade increased from half to 85%, then reverted to baseline levels, in the span of just five years. We use this policy-induced variation to infer the impact of accelerated entry into algebra on student performance in math courses as students progress through high school. Students affected by the acceleration initiative scored significantly lower on end-of-course tests in Algebra I, and were either significantly less likely or no more likely to pass standard follow-up courses, Geometry and Algebra II, on a college-preparatory timetable. Although we also find that the district assigned teachers with weaker qualifications to Algebra I classes in the first year of the acceleration, this reduction in teacher quality accounts for only a small portion of the overall effect. |
| 主题 | Health, Education, and Welfare ; Education ; Labor Economics ; Labor Supply and Demand |
| URL | https://www.nber.org/papers/w18161 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/575836 |
| 推荐引用方式 GB/T 7714 | Charles T. Clotfelter,Helen F. Ladd,Jacob L. Vigdor. The Aftermath of Accelerating Algebra: Evidence from a District Policy Initiative. 2012. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w18161.pdf（225KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
除非特别说明，本系统中所有内容都受版权保护，并保留所有权利。
