Nomi & Allensworth (2012)
Sorting and Supporting: Why Double-Dose Algebra Led to Better Test Scores but More Course Failures
- Authors: Takako Nomi and Elaine Allensworth
- Journal: American Educational Research Journal
- Year: 2012
- Source: http://aer.sagepub.com/cgi/doi/10.3102/0002831212469997
Abstract
In 2003, Chicago schools required students entering ninth grade with below-average math scores to take two periods of algebra. This led to higher test scores for students with both above- and below-average skills, yet failure rates increased for above-average students. We examine the mechanisms behind these surprising results. Sorting by incoming skills benefitted the test scores of high-skill students partially through higher demands and fewer disruptive peers. But more students failed because their skills were low relative to classroom peers. For below-average students, improvements in pedagogy and more time for learning offset problems associated with low-skill classrooms. In some cases, classrooms were not sorted, but below-average students took an extra support class simultaneously. Test scores also improved in such classes.
Corrolary
- APA
- Nomi, T., & Allensworth, E. M. (2012). Sorting and Supporting: Why Double-Dose Algebra Led to Better Test Scores but More Course Failures. American Educational Research Journal, 50(4), 756–788. http://doi.org/10.3102/0002831212469997
- BibTeX
@article{Nomi2012, author = {Nomi, Takako and Allensworth, Elaine M.}, doi = {10.3102/0002831212469997}, journal = {American Educational Research Journal}, number = {4}, pages = {756--788}, title = {{Sorting and supporting: Why double-dose algebra led to better test scores but more course failures}}, url = {http://aer.sagepub.com/cgi/doi/10.3102/0002831212469997}, volume = {50}, year = {2012} }