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Washington State Institute for Public Policy
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Double-dose classes

Pre-K to 12 Education
Benefit-cost methods last updated December 2024.  Literature review updated May 2015.
Double dose classes are provided to middle and high school students struggling in reading or, more typically, math. Students participating in this intervention enroll in two reading or math classes instead of one, thus doubling their instructional time in these subjects.
 
ALL
BENEFIT-COST
META-ANALYSIS
CITATIONS
For an overview of WSIPP's Benefit-Cost Model, please see this guide. The estimates shown are present value, life cycle benefits and costs. All dollars are expressed in the base year chosen for this analysis (2023).  The chance the benefits exceed the costs are derived from a Monte Carlo risk analysis. The details on this, as well as the economic discount rates and other relevant parameters are described in our Technical Documentation.
Benefit-Cost Summary Statistics Per Participant
Benefits to:
Taxpayers $5,119 Benefits minus costs $22,614
Participants $12,000 Benefit to cost ratio $38.56
Others $6,386 Chance the program will produce
Indirect ($289) benefits greater than the costs 98%
Total benefits $23,216
Net program cost ($602)
Benefits minus cost $22,614

Meta-analysis is a statistical method to combine the results from separate studies on a program, policy, or topic to estimate its effect on an outcome. WSIPP systematically evaluates all credible evaluations we can locate on each topic. The outcomes measured are the program impacts measured in the research literature (for example, impacts on crime or educational attainment). Treatment N represents the total number of individuals or units in the treatment group across the included studies.

An effect size (ES) is a standard metric that summarizes the degree to which a program or policy affects a measured outcome. If the effect size is positive, the outcome increases. If the effect size is negative, the outcome decreases. See Estimating Program Effects Using Effect Sizes for additional information on how we estimate effect sizes.

The effect size may be adjusted from the unadjusted effect size estimated in the meta-analysis. Historically, WSIPP adjusted effect sizes to some programs based on the methodological characteristics of the study. For programs reviewed in 2024 or later, we do not make additional adjustments, and we use the unadjusted effect size whenever we run a benefit-cost analysis.

Research shows the magnitude of effects may change over time. For those effect sizes, we estimate outcome-based adjustments, which we apply between the first time ES is estimated and the second time ES is estimated. More details about these adjustments can be found in our Technical Documentation.

Meta-Analysis of Program Effects
Outcomes measured Treatment age No. of effect sizes Treatment N Effect sizes (ES) and standard errors (SE) used in the benefit-cost analysis Unadjusted effect size (random effects model)
First time ES is estimated Second time ES is estimated
ES SE Age ES SE Age ES p-value
Test scores
Standardized, validated tests of academic achievement.
13 5 30857 0.093 0.041 13 0.093 0.041 17 0.093 0.023
High school graduation
On-time completion of high school with a diploma (excluding GED attainment).
 13 2 10463 0.045 0.022 18 0.045 0.022 18 0.045 0.040
1In addition to the outcomes measured in the meta-analysis table, WSIPP measures benefits and costs estimated from other outcomes associated with those reported in the evaluation literature. For example, empirical research demonstrates that high school graduation leads to reduced crime. These associated measures provide a more complete picture of the detailed costs and benefits of the program.

2“Others” includes benefits to people other than taxpayers and participants. Depending on the program, it could include reductions in crime victimization, the economic benefits from a more educated workforce, and the benefits from employer-paid health insurance.

3“Indirect benefits” includes estimates of the net changes in the value of a statistical life and net changes in the deadweight costs of taxation.
Detailed Monetary Benefit Estimates Per Participant
Affected outcome: Resulting benefits:1 Benefits accrue to:
Taxpayers Participants Others2 Indirect3 Total
High school graduation Criminal justice system $25 $0 $61 $12 $98
Test scores Labor market earnings associated with test scores $5,094 $12,000 $6,325 $0 $23,419
Program cost Adjustment for deadweight cost of program $0 $0 $0 ($301) ($301)
Totals $5,119 $12,000 $6,386 ($289) $23,216
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Detailed Annual Cost Estimates Per Participant
Annual cost Year dollars Summary
Program costs $479 2013 Present value of net program costs (in 2023 dollars) ($602)
Comparison costs $0 2013 Cost range (+ or -) 10%
In the studies reviewed for this estimate, providing "double dose" classes required hiring approximately 15% more teachers to cover the additional classes (this figure accounts for a partial cost offset from hiring fewer elective course teachers). Teachers were provided with three days of professional development and curriculum materials for implementation. To calculate a per-student annual cost, we used average Washington State compensation costs (including benefits) for teachers as reported by the Office of the Superintendent of Public Instruction and add per-student curriculum and teacher training costs.
The figures shown are estimates of the costs to implement programs in Washington. The comparison group costs reflect either no treatment or treatment as usual, depending on how effect sizes were calculated in the meta-analysis. The cost range reported above reflects potential variation or uncertainty in the cost estimate; more detail can be found in our Technical Documentation.
Benefits Minus Costs
Benefits by Perspective
Taxpayer Benefits by Source of Value
Benefits Minus Costs Over Time (Cumulative Discounted Dollars)
The graph above illustrates the estimated cumulative net benefits per-participant for the first fifty years beyond the initial investment in the program. We present these cash flows in discounted dollars. If the dollars are negative (bars below $0 line), the cumulative benefits do not outweigh the cost of the program up to that point in time. The program breaks even when the dollars reach $0. At this point, the total benefits to participants, taxpayers, and others, are equal to the cost of the program. If the dollars are above $0, the benefits of the program exceed the initial investment.

Citations Used in the Meta-Analysis

Bartik, T.J., & Lachowska, M. (2014). The effects of doubling instruction efforts on middle school students' achievement: Evidence from a mutiyear regression-discontinuity design (Working Paper 14-205). Kalamazoo, MI: W.E. Upjohn Institute for Employment Research.

Cortes, K., Goodman, J., & Nomi, T. (2014). Intensive math instruction and educational attainment: Long-run impacts of double-dose algebra (Working Paper 20211). Cambridge, MA: National Bureau of Economic Research.

Dougherty, S.M. (2015). Bridging the discontinuity in adolescent literacy?: Mixed evidence from a middle grades intervention. Education, Finance, and Policy, 10(2), 157-192.

Fryer, R.G. (2011). Injecting successful charter school strategies into traditional public schools: Early results from an experiment in Houston (NBER Working Paper 17494). Cambridge, MA: National Bureau of Economic Research.

Taylor, E. (2014). Spending more of the school day in math class: Evidence from a regression discontinuity in middle school. Journal of Public Economics, 117, 162-181.