| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w18649 |
| 来源ID | Working Paper 18649 |
| Algebra for 8th Graders: Evidence on its Effects from 10 North Carolina Districts | |
| Charles T. Clotfelter; Helen F. Ladd; Jacob L. Vigdor | |
| 发表日期 | 2012-12-21 |
| 出版年 | 2012 |
| 语种 | 英语 |
| 摘要 | This paper examines the effects of policies that increase the number of students who take the first course in algebra in 8th grade, rather than waiting until 9th grade. Extending previous research that focused on the Charlotte-Mecklenberg school system, we use data for the 10 largest districts in North Carolina. We identify the effects of accelerating the timetable for taking algebra by using data on multiple cohorts grouped by decile of prior achievement and exploiting the fact that policy-induced shifts in the timing of algebra occur at different times in different districts to different deciles of students. The expanded data make it possible to examine heterogeneity across students in the effect of taking algebra early. We find negative effects among students in the bottom 60% of the prior achievement distribution. In addition, we find other sources of heterogeneity in effects. |
| 主题 | Subnational Fiscal Issues ; Health, Education, and Welfare ; Education |
| URL | https://www.nber.org/papers/w18649 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/576324 |
| 推荐引用方式 GB/T 7714 | Charles T. Clotfelter,Helen F. Ladd,Jacob L. Vigdor. Algebra for 8th Graders: Evidence on its Effects from 10 North Carolina Districts. 2012. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w18649.pdf（399KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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