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ERIC Number: ED559204
Record Type: Non-Journal
Publication Date: 2014-Jan-22
Pages: 31
Abstractor: As Provided
Reference Count: 19
The Effects of Doubling Instruction Efforts on Middle School Students' Achievement: Evidence from a Multiyear Regression-Discontinuity Design. Upjohn Institute Working Paper No. 14-205
Bartik, Timothy J.; Lachowska, Marta
W. E. Upjohn Institute for Employment Research
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. The following is appended: Differences in Means of Control Variables around the Cutoff for Assignment to Double Block in Math.
W. E. Upjohn Institute for Employment Research. 300 South Westnedge Avenue, Kalamazoo, MI 49007-4686. Tel: 888-227-8569; Tel: 269-343-4330; Fax: 269-343-7310; Web site:
Publication Type: Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: W.E. Upjohn Institute for Employment Research