The Aftermath of Accelerating Algebra: Evidence from District Policy Initiatives (Charlotte-Mecklenburg) - Clotfelter, C. T.; Ladd, H. F.; Vigdor, J. L. (2015)
natural-experiment; evidence grade B

Aiming High and Falling Short: California's Eighth-Grade Algebra-for-All Effort - Domina, T.; McEachin, A.; Penner, A.; Penner, E. (2015)
quasi-experiment; evidence grade C

College Preparatory Curriculum for All: Academic Consequences of Requiring Algebra and English I for Ninth Graders in Chicago - Allensworth, E; Nomi, T; Montgomery, N; Lee, VE (2009)
quasi-experiment; evidence grade C

The Unintended Consequences of an Algebra-for-All Policy on High-Skill Students - Nomi, T (2012)
quasi-experiment; evidence grade C

"Double-Dose" Algebra as an Alternative Strategy to Remediation: Effects on Students' Academic Outcomes - Nomi, T; Allensworth, E (2009)
quasi-experiment; evidence grade C

Sorting and Supporting: Why Double-Dose Algebra Led to Better Test Scores but More Course Failures - Nomi, T; Allensworth, EM (2013)
quasi-experiment; evidence grade C

Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra (with the PNAS 12-year follow-up) - Cortes, K. E.; Goodman, J. S.; Nomi; T. (2015); Nomi, T.; Raudenbush, S. W.; Smith; J. J. (2021; PNAS) (2015)
natural-experiment; evidence grade B

Middle School Math Acceleration and Equitable Access to Eighth-Grade Algebra - Dougherty, S. M.; Goodman, J. S.; Hill, D. V.; Litke, E. G.; Page, L. C. (2015)
natural-experiment; evidence grade B

Ahead of the Game? Course-Taking Patterns Under a Math Pathways Reform - Huffaker, E.; Novicoff, S.; Dee, T. S. (2025)
longitudinal; evidence grade D