Description: This project will explore the type of extended instructional time referred to as double-dosing. The first part of the study examines what the literature says about double-dosing. The second part of the study provides descriptive results about the prevalence and forms of double-dosing in North Carolina.
Research Questions: The project is designed to answer four research questions:
- What proportion of school districts used double-dosing in math, and how did the proportion vary by school level and academic purpose?
- What proportion of schools used double-dosing in math, and how did the proportion vary by school level and academic purpose? Did schools that used double doses of math differ from those that did not?
- What proportion of math teachers had students who received a double dose of math, and how did the proportion vary by school level?
- What proportion of students received a double dose of math, and how did the proportion vary by school level, grade level, and academic purpose? Did students who received a double dose differ from those who did not?
Study Design: The study design is descriptive. The study will use North Carolina's administrative data to identify double-dosing by coding the specific class schedules and rosters for each student and teacher. The roster dataset contains all information needed to identify specific classes, the subject taught, and the length of the class. Once the classes, subjects, and lengths are determined, a course schedule for each student can be constructed and double-dosing identified. These data will be used to create a typology or list of ways double-dosing occurs and provide descriptive information about how prevalent each type is and which types of students most commonly are assigned double-dosing.
Projected Release Date: Spring 2016
Study Related Products: What's Happening report