"Double-dose" English as a strategy for improving adolescent literacy: Total effect and mediated effect through classroom peer ability change.

Abstract

"Double-dose" coursework has become an increasingly popular strategy to assist low-performing students succeed in academic coursework. Chicago implemented a "double-dose" English policy in 2003. This policy not only provided additional instructional time to struggling readers, but also intensified skill-based sorting in English classes. I use policy-induced… (More)
DOI: 10.1016/j.ssresearch.2014.12.012

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Cite this paper

@article{Nomi2015DoubledoseEA, title={"Double-dose" English as a strategy for improving adolescent literacy: Total effect and mediated effect through classroom peer ability change.}, author={Takako Nomi}, journal={Social science research}, year={2015}, volume={52}, pages={716-39} }