"The Effects of Doubling Instruction Efforts on Middle School Students' Achievement: Evidence from a Multiyear Regression-Discontinuity Design" by Timothy J. Bartik

Contribution to Book

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

Upjohn Institute Working Papers

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

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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

Disciplines

Citation Information

Bartik, Timothy J. and Marta Lachowska. 2014. "The Effects of Doubling Instruction Efforts on Middle School Students' Achievement: Evidence from a Multiyear Regression-Discontinuity Design." Upjohn Institute Working Paper 14-205. Kalamazoo, MI: W.E. Upjohn Institute for Employment Research.