Takako Nomi

In this project, the research team will assess whether the "double-dose algebra" policy implemented by Chicago Public Schools (CPS) between 2003 and 2004 led to increases in college attainment and degree completion for students assigned to extra math instruction as a result of the policy. This project builds on three previous IES-funded projects, all of which found positive effects associated with the double dose policy. An initial Efficacy and Replication project found that 9th-grade algebr...

Focusing on mathematics education reform initiatives in Chicago Public Schools (Algebra for All starting in 1997 and Double-Dose Algebra starting in 2003), the researchers seek to gauge and start to account for the variability in the effects of the reform across different schools. Specifically, the research team seeks to gauge the effects of course taking, classroom peer composition, and their interaction on student mathematics performance, and to investigate the extent to which prior studen...