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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:
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.