Difference between revisions of "Nomi & Allensworth (2012)"
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{{Title|Sorting and Supporting: Why Double-Dose Algebra Led to Better Test Scores but More Course Failures}} | {{Title|Sorting and Supporting: Why Double-Dose Algebra Led to Better Test Scores but More Course Failures}} | ||
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* Authors: [[ | * Authors: [[Takako Nomi]] and [[Elaine M. Allensworth]] | ||
* Journal: [[American Educational Research Journal]] | * Journal: [[American Educational Research Journal]] | ||
* Year: 2012 | * Year: 2012 | ||
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@article{Nomi2012, | @article{Nomi2012, | ||
author = {Nomi, | author = {Nomi, Takako and Allensworth, Elaine M.}, | ||
doi = {10.3102/0002831212469997}, | doi = {10.3102/0002831212469997}, | ||
journal = {American Educational Research Journal}, | journal = {American Educational Research Journal}, |
Revision as of 18:02, 27 March 2016
Sorting and Supporting: Why Double-Dose Algebra Led to Better Test Scores but More Course Failures
- Authors: Takako Nomi and Elaine M. 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} }