“Double-dosing” in Math in North Carolina Public Schools

Organization: National Center for Education Evaluation and Regional Assistance, 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 2011–2012, 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.


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