The Aftermath of Accelerating Algebra: Evidence from a District Policy Initiative
NBER Working Paper No. 18161
---- Acknowledgements ----
We gratefully acknowledge the support of the Institute for Education Sciences and American Institutes for Research through the Center for the Analysis of Longitudinal Data in Education Research. We thank seminar participants at Notre Dame, the APPAM annual meeting, the CALDER annual research conference, the Federal Reserve Bank of New York, the University of Illinois-Chicago, and the Association for Education Finance and Policy annual meeting as well as Dan Goldhaber, Nora Gordon, Henry Levin, and Gary Solon for helpful comments. Kyle Ott and Alexandra Oprea provided outstanding research assistance. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.