The Effects of Doubling Instruction Efforts on Middle School Students' Achievement: Evidence from a Multiyear Regression-Discontinuity Design

Authors

Timothy J. Bartik, W.E. Upjohn Institute for Employment ResearchFollow
Marta Lachowska, W.E. Upjohn Institute for Employment Research and Stockholm UniversityFollow

Upjohn Author ORCID Identifier

https://orcid.org/0000-0002-6238-8181

https://orcid.org/0000-0001-9158-2592

Publication Date

1-22-2014

Series

Upjohn Institute working paper ; 14-205

DOI

10.17848/wp14-205

Abstract

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.

Issue Date

January 22, 2014

Subject Areas

EDUCATION; K-12 Education