Intervention, evaluation, and policy studies: ‘Double-dose’ algebra as an alternative strategy to remediation: Effects on students’ academic outcomes

Journal of Research on Educational Effectiveness

Volumn 2, Issue 2, 2009, Pages 111-148

  Nomi, Takako ^a   Allensworth, Elaine ^a  

^a UNIVERSITY OF CHICAGO   (United States)

Author keywords

9th grade algebra; Ability grouping; Curriculum reform; Quasi experimental designs

Indexed keywords

EID: 85009579329     PISSN: 19345747     EISSN: 19345739     Source Type: Journal    
DOI: 10.1080/19345740802676739     Document Type: Article

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