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Direct linkBartik, Timothy J.; Lachowska, Marta – W. E. Upjohn Institute for Employment Research, 2014
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…
Descriptors: Middle School Students, Grade 6, Reading Achievement, Mathematics Achievement
