The Aftermath of Accelerating Algebra: Evidence from a District Policy Initiative
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In 2002/03, the Charlotte-Mecklenburg Schools in North Carolina initiated a broad program of accelerating entry into algebra coursework. The proportion of moderately-performing students taking algebra in 8th grade increased from half to 85%, then reverted to baseline levels, in the span of just five
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美国国家经济研究局创建时间：
2012-06-01
