The Effects of Doubling Instruction Efforts on Middle School Students' Achievement: Evidence from a Multiyear Regression-Discontinuity Design
2014
- 2Citations
- 3,652Usage
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Citations2
- Citation Indexes2
- CrossRef2
- Usage3,652
- Downloads3,272
- 3,272
- Abstract Views380
Report Description
We use a regression-discontinuity design to study the effects of double blocking sixth-grade students in reading and mathematics on their achievement across three years of middle school. To identify the effect of the intervention, we use sharp cutoffs in the test scores used to assign students to double blocking. We find large, positive, and persistent effects of double blocking in reading, but, unlike previous research, we find no statistically significant effects of double blocking in mathematics either in the short run or medium run.
Bibliographic Details
http://research.upjohn.org/up_workingpapers/205/; http://dx.doi.org/10.17848/wp14-205; https://research.upjohn.org/up_workingpapers/205; https://research.upjohn.org/cgi/viewcontent.cgi?article=1222&context=up_workingpapers; https://dx.doi.org/10.17848/wp14-205; https://research.upjohn.org/up_workingpapers/205/; http://research.upjohn.org/up_workingpapers/205
W.E. Upjohn Institute for Employment Research
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