Title: | "Double-dosing" in math in North Carolina public schools |
Description: | Double-dosing expands time for students to learn mathematics by having them participate in two (or occasionally more) mathematics classes during the regular school day in a given school year. Although the practice can take different forms and be used for different grade levels, most research on double-dosing has focused on students who need preparation to make the transition to Algebra I or similar rigorous high school mathematics classes—typically, grade 8 or grade 9 students. This study provides a more complete picture of the prevalence of double-dosing in mathematics in one state for the most recent year data were available: North Carolina in 2011/12. In addition to describing the prevalence of double-dosing in mathematics, the study reports the extent of its use for remediation, grade-level maintenance, and enrichment. The report also compares schools that offer double-dosing in mathematics with those that do not and examines the various characteristics of students enrolled in double-dosing. |
Online Availability: |
Need Help Viewing PDF files? |
Cover Date: | August 2016 |
Web Release: | August 3, 2016 |
Print Release: | August 3, 2016 |
Publication #: | REL 2016140 General Ordering Information |
Center/Program: | REL |
Associated Centers: | NCEE |
Type of Product: | What's Happening |
Keywords: | |
Questions: |
For questions about the content of this What's Happening, please contact: Amy Johnson. |