Spending more of the school day in math class: Evidence from a regression discontinuity in middle school

• Published in: Journal of public economics 2014-09, Vol.117, p.162-181
• Main Author: Taylor, Eric
• Format: Article
• Language: English
• Subjects: Causal analysis; Class; Education production; Effect persistence; Estimation; Evidence; Math achievement; Mathematics; Public education; Remedial education; Schooling; Secondary education; Students; Teachers
• ISSN: 0047-2727; 1879-2316
• DOI: 10.1016/j.jpubeco.2014.06.002

For students whose math skills lag expectations, public schools often increase the fraction of the school day spent on math instruction. Studying middle-school students and using regression discontinuity methods, I estimate the causal effect of requiring two math classes—one remedial, one regular—instead of just one class. Math achievement grows much faster under the requirement, 0.16–0.18 student standard deviations. Yet, one year after returning to a regular one-class schedule, the initial gains decay by as much as half, and two years later just one-third of the initial treatment effect remains. This pattern of decaying effects over time mirrors other educational interventions—assignment to a more skilled teacher, reducing class size, retaining students—but spending more time on math carries different costs. One cost is notable, more time in math crowds out instruction in other subjects. •Examines a key input to educational production: the quantity of instruction hours.•Estimates causal effect of increasing math instruction from one class to two.•Fuzzy regression discontinuity methods.•Estimates the decay of initial effects using a dynamic treatment effects approach.•Contrasts the costs and returns of the intervention with competing proposals.