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ERIC Number: ED567754
Record Type: Non-Journal
Publication Date: 2016-Aug
Pages: 30
Abstractor: ERIC
Reference Count: 17
"Double-Dosing" in Math in North Carolina Public Schools. REL 2016-140
Henry, Gary T.; Barrett, Nathan; Marder, Camille
Regional Educational Laboratory Southeast
Double-dosing in math expands the time for students to learn by having them enroll in two (or occasionally more) math courses during the regular school day. Although the practice can take different forms and be used at different grade levels (Chait, Muller, Goldware, & Housman, 2007; Nomi & Allensworth, 2009), most research on double-dosing in math has focused on students who need preparation to make the transition to Algebra I or similar rigorous high school math courses--typically, grade 8 or grade 9 students. This study aims to provide a more complete picture of the prevalence of double-dosing in math in North Carolina in 2011/12, the most recent year that data were available. It also reports on the use of double-dosing for remediation, maintenance, and enrichment; compares schools that use double-dosing in math with those that do not; and examines the various characteristics of students who receive a double dose of math. Two appendices are included: (1) Data and methodology; and (2) Supplemental tables.
Regional Educational Laboratory Southeast. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site:
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Regional Educational Laboratory Southeast (ED); Florida State University, Florida Center for Reading Research; National Center for Education Evaluation and Regional Assistance (ED)
Identifiers - Location: North Carolina
IES Funded: Yes
Grant or Contract Numbers: EDIES12C0011