Nomi & Allensworth (2012)

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}
}