Draft OMB Clearance Request

Promoting Student Success in Algebra I

Appendix E: Protocols for 

Double Dose Algebra

February 2013
OMB Approval No.: 0000-0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I

Double Dose Algebra Topical Area

District Curriculum and Instructional Staff Interview

Name: Title:

District: State:

Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for District Curriculum and Instructional Staff Interview: Good

morning/afternoon. First of all, thank you so much for being here and for being willing to 

participate in this study for the US Department of Education. Before we start, we would like 

to introduce ourselves, provide a little background on our work, and answer any questions 

you might have. 

INTRODUCTION AND BACKGROUND

My name is [name] and this is [name] of the other site visitor. We are researchers from American 

Institutes for Research and Windwalker Corporation, organizations that conduct research in 

education. We are here today to interview you as part of a collaborative effort to provide 

researchers, policymakers, administrators, educators, and district officials like yourself with 

information to promote student success in Algebra I. We are particularly interested in 

Algebra I because it’s a gatekeeper course in that it’s a prerequisite for subsequent high 

school mathematics and science courses considered essential for getting into college. So, it is 

an important stepping stone for success in high school and college. We selected your district 

because your district has an interesting approach to the vertical alignment of mathematics 

curriculum in preparation for Algebra I instruction. 

As part of this project for the US Department of Education, we are speaking with teachers, math 

department leaders, school administrators, district staff and students about the instructional 

practices employed that contribute to student success in Algebra I. With respect to district 

officials, we are interested in your perspectives on how the Algebra I curriculum is being 

developed and implemented and the curriculum’s success at achieving its goals. To be more 

specific, I’ll be asking you about topics such as your roles and responsibilities, the role of the 

[district name] in instructional practices, and how they may be influenced, for example, by 

state policy. 

I’ll talk about how this interview will go next, but for now, are there any questions about the 

study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for this discussion. During our session today, 

I'll be asking you some questions and other site visitor will be taking notes of what you are 
saying. S/he will not record your names. If you don’t mind, I would also like to record our 

conversation simply for note-taking purposes. No one outside of our research team would 

hear the recording; it would just be for own reference. If you would like us to turn off the 

recorder at any point, just let me know. Would that be OK?

I want to assure you that all of the information you provide today will be kept confidential and 

will only be used for the purposes of this study. The recorded interview will be transcribed 

by a member of the research team, but your identity will remain confidential. We will not use 

your name or attribute any quotes to you. Therefore, no one who reads the study will know 

that the statements came from you. 

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just 

mentioned with regard to anonymity and confidentiality. Please take a minute to read it and 

let me know if you have any questions.

Are there any questions before we get started?

Notes to interviewer: 

- Throughout the interview, possible probes are set aside following each general question. 

Asking these questions may help to move the interview pace or may prompt a less talkative 

respondent. However, do not feel you need to ask each of these probes; it is likely that the 

respondent will cover many of these issues when responding to your initial inquiry. Keep the 

tone conversational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school 

records) beforehand, document that information below prior to the interview. During the 

interview, prompt the District Official to confirm its accuracy if his/her initial response does 

not do so.
BACKGROUND ON ROLE AND EXPERIENCE

1. I’d like to start by talking a bit about your background and your role in the district. 

Can you tell me about your primary responsibilities? 

Probe, if necessary:

o How many years have you been involved with this school district?

o How did you come to be involved in school administration?

o To what extent does your role include a focus on mathematics education?

o What, if any, experience do you have in mathematics education?

2. Next, can you tell me a bit about the district context? How would you describe your 

district to a visitor? 

Probe, if necessary:

o Background on student population, including SES levels

o Are there any unique contextual factors we should know about – whether related to 

leadership, the teaching force, recent reform issues?

DISTRICT INSTRUCTIONAL CONTEXT

3. What are some of the main priorities and goals that guide instruction in this district? 

Are there specific priorities and goals related to mathematics? To Algebra I?

Probe, if not mentioned:

o How were these priorities and goals determined?

o How are they communicated to principals and teachers?

4. What do you see as the primary strengths among students in your district with regard 

to mathematics/Algebra I? What do you see as their primary needs? Have these 

strengths or needs changed over time?

Listen for:

o Issues related to Algebra I

o Areas in which students are struggling

5. How do you determine what student strengths and needs in mathematics are? What 

type of information does the district have access to? How is that information used?

6. What are some of the key strategies for promoting student success in 

mathematics/Algebra I in your district? What, if any, strategies are used to support 

students who are struggling?
Listen for:

o Use of double-dose Algebra

o Other strategies to support student success in Algebra I

7. I’d like to know more about the curriculum used in your district’s schools. Is there a 

district-wide curriculum in place for mathematics? How or why was it selected? How 

much flexibility do schools or teachers have in implementing the curriculum?

Listen for:

o Extent to which the needs of struggling students were considered in selection of 

curriculum

o Differences at the secondary level

DEVELOPMENT OF DOUBLE-DOSE ALGEBRA PROGRAM

As I mentioned earlier, our study is interested in the use of double-dose algebra as a 

strategy to promote student success in mathematics, and I understand that your district has 

been using this strategy in schools. Are you familiar with this initiative? [If no, skip to 

question #20] Are you familiar with how it was developed? [If no, skip to question #13]

8. Could you tell me how the use of double-dose Algebra came about in your district? 

Probe if not mentioned:

o How long have schools in your district been using double-dose Algebra? 

o Did this strategy originate as part of a district initiative, or was it something that schools 

began using of their own accord?

9. [if school-led effort] How and when did the district become involved in supporting 

schools’ use of double-dose Algebra?

Probe, if not mentioned:

o What was the district’s rationale in accepting or promoting the use of this strategy?

o What information or evidence was used to inform this decision?

10. [if a district initiative] How did the district decide to adopt double-dose Algebra as a 

strategy for supporting students?

Probe, if not mentioned:

o What initiated the district’s interest in double-dose Algebra?

o What process did the district use to develop the double-dose Algebra initiative? Who was 

involved in that process? What information or evidence was used to inform its 

development? What, if any, other resources were used to support the development of the 

double-dose Algebra initiative (e.g., funds, external consultants or experts)?

o What were the district’s objectives in adopting double-dose Algebra? How was doubledose Algebra seen as a means of achieving those objectives?
11. [if part of a district initiative] Could you walk me through the process the district used 

to roll out the double-dose Algebra initiative? How was it communicated to teachers 

and schools? What, if any, support did teachers and schools receive to prepare them to 

implement double-dose Algebra?

Probe, if not mentioned:

o What, if any, steps did the district take to build stakeholder buy-in?

o Was the initiative targeted to particular schools? If so, on what basis were these schools 

selected? What was the rationale for targeting the initiative that way?

12. How do you see the double-dose Algebra program fitting in with the district priorities 

and goals discussed earlier?

PROGRAM FEATURES

Now that we have a better sense of how the double-dose strategy came about, I’d like to 

learn about the features of the program. 

13. What, if any, parameters has the district set in terms of what double-dose Algebra 

should look like at the school-level? What was the rationale behind setting the 

parameters in that way?

Probe for parameters related to each of the following areas, if not mentioned:

o Which students participate and for how long

o Which teachers and other staff members participate 

o The program’s setting - is it classroom-based or does it adhere to another format?

o Class size

o The amount of instructional time involved and how that time is scheduled

o The use of particular instructional approaches

o Teacher planning and collaboration

14. Who develops the curriculum to be followed during double-dose Algebra time? Does 

the curriculum vary by school? By classroom?

IMPLEMENTATION OF DOUBLE-DOSE ALGEBRA PROGRAM

I am now interested in understanding the district’s role in supporting schools’ 

implementation of double-dose Algebra.

15. Do teachers receive any specialized training or other professional learning 

opportunities to support their use of double-dose Algebra? What about mathematics 

department chairs or instructional coaches? School leaders?
If yes:

15a. What types of training or professional learning opportunities do they receive?

15b. Who provides the training or professional learning opportunities?

If no:

15c. Do you think it would be helpful for them to be trained?

If yes:

15c1. If so, what do you think should be covered in the training?

15c2. Who do you believe should conduct the training?

16. Are school staff members provided with any additional resources, such as additional 

prep time, textbooks, student data to support implementation?

If yes:

16a. What resources are provided?

16b. Who provides these?

16c. Do you think these resources are helpful? Why or why not?

If no:

16d. Would you like for additional resources to be provided?

If yes:

16d1. What do you think should be provided?

16d2 Who do you think should provide it?

17. Do you feel that schools are adequately supported in implementing the program?

If no:

17c. What additional support do you think would be helpful?

17d. Who do you believe should be providing the additional support?

18. Do you feel that schools are adequately supported in implementing the program?

If no:

18c. What additional support do you think should be provided?

18d. Who do you believe should be providing the additional support?
OUTCOMES OF DOUBLE-DOSE ALGEBRA PROGRAM

19. How do you measure the success of schools’ implementation of double-dose Algebra?

Listen for:

o Student achievement measures

o Graduation/drop-out rates

o Other metrics

20. Have you seen improvement according to these measures?

21. Has the district encountered any challenges in implementing double-dose algebra?

If yes:

21. What were they?

21b. How were these challenges addressed?

22. Do you believe there any ways in which the implementation of double-dose Algebra 

could be modified to increase its success? If yes, please explain.

23. Reflecting on your district’s experiences with double-dose Algebra, are there any 

lessons you’ve learned along the way? What advice would you give to another district 

that is considering use of double-dose Algebra to promote student success?

FINAL THOUGHTS

24. Do you have anything else that you would like to add about your district’s approach to 

supporting student success in Algebra I?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating in this 

study.
OMB Approval No.: 0000-0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I

Double Dose Algebra Topical Area

District Math Coordinator Interview

Name: Title:

District: State:

Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for District Math Coordinator Interview: Good morning/afternoon. First of 

all, thank you so much for being here and for being willing to participate in this study for the 

US Department of Education. Before we start, we would like to introduce ourselves, provide 

a little background on our work, and answer any questions you might have. 

INTRODUCTION AND BACKGROUND

My name is [name] and this is [name] of the other site visitor. We are researchers from American 

Institutes for Research and Windwalker Corporation, organizations that conduct research in 

education. We are here today to interview you as part of a collaborative effort to provide 

researchers, policymakers, administrators, educators, and district officials like yourself with 

information to promote student success in Algebra I. We are particularly interested in 

Algebra I because it’s a gatekeeper course in that it’s a prerequisite for subsequent high 

school mathematics and science courses considered essential for getting into college. So, it is 

an important stepping stone for success in high school and college. We selected your district 

because your district has an interesting approach to the vertical alignment of mathematics 

curriculum in preparation for Algebra I instruction. 

As part of this project for the US Department of Education, we are speaking with teachers, math 

department leaders, school administrators, district staff and students about the instructional 

practices employed that contribute to student success in Algebra I. With respect to district 

officials, we are interested in your perspectives on how the Algebra I curriculum is being 

developed and implemented and the curriculum’s success at achieving its goals. To be more 

specific, I’ll be asking you about topics such as your roles and responsibilities, the role of the 

[district name] in instructional practices, and how they may be influenced, for example, by 

state policy. 

I’ll talk about how this interview will go next, but for now, are there any questions about the 

study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for this discussion. During our session today, 
I'll be asking you some questions and other site visitor will be taking notes of what you are 

saying. S/he will not record your names. If you don’t mind, I would also like to record our 

conversation simply for note-taking purposes. No one outside of our research team would 

hear the recording; it would just be for own reference. If you would like us to turn off the 

recorder at any point, just let me know. Would that be OK?

I want to assure you that all of the information you provide today will be kept confidential and 

will only be used for the purposes of this study. The recorded interview will be transcribed 

by a member of the research team, but your identity will remain confidential. We will not use 

your name or attribute any quotes to you. Therefore, no one who reads the study will know 

that the statements came from you. 

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just 

mentioned with regard to anonymity and confidentiality. Please take a minute to read it and 

let me know if you have any questions.

Are there any questions before we get started?

Notes to interviewer: 

- Throughout the interview, possible probes are set aside following each general question. 

Asking these questions may help to move the interview pace or may prompt a less talkative 

respondent. However, do not feel you need to ask each of these probes; it is likely that the 

respondent will cover many of these issues when responding to your initial inquiry. Keep the 

tone conversational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school 

records) beforehand, document that information below prior to the interview. During the 

interview, prompt the District Official to confirm its accuracy if his/her initial response does 

not do so.
BACKGROUND ON ROLE AND EXPERIENCE

Let’s begin with some information about you.

1. Could you tell me a bit about your background and how you came to serve as a 

mathematics coordinator for this school district?

Probe if not mentioned:

o How long have you worked in the district? How long have you served in your current 

role? Have you served other roles within the district or within schools?

o What is your background in mathematics education?

o What, if any, experience have you had working with double-dose Algebra prior to your 

current role? 

2. Please describe your current role in the district. What are your primary 

responsibilities? What does a typical day look like for you?

Probe if not mentioned:

o What are the main priorities for your work?

o Do you work with the school leaders or teachers at [schools in our study]? 

DEVELOPMENT OF DOUBLE-DOSE ALGEBRA PROGRAM

Now I’d like to ask you about the use of double-dose Algebra in your district. 

3. Could you tell me how the use of double-dose Algebra came about in your district? 

Probe if not mentioned:

o How long have schools in your district been using double-dose Algebra? 

o Did this strategy originate as part of a district initiative, or was it something that schools 

began using of their own accord?

4. [if school-led effort] How and when did the district become involved in supporting 

schools’ use of double-dose Algebra?

Probe, if not mentioned:

o What was the district’s rationale in accepting or promoting the use of this strategy?

o What information or evidence was used to inform this decision?

5. [if a district initiative] How did the district decide to adopt double-dose Algebra as a 

strategy for supporting students?

Probe, if not mentioned:

o What initiated the district’s interest in double-dose Algebra?
o What process did the district use to develop the double-dose Algebra initiative? Who was 

involved in that process? What information or evidence was used to inform its 

development? What, if any, other resources were used to support the development of the 

double-dose Algebra initiative (e.g., funds, external consultants or experts)?

o What were the district’s objectives in adopting double-dose Algebra? How was doubledose Algebra seen as a means of achieving those objectives?

6. [if part of a district initiative] Could you walk me through the process the district used to 

roll out the double-dose Algebra initiative? How was it communicated to teachers and 

schools? What, if any, support did teachers and schools receive to prepare them to 

implement double-dose Algebra?

Probe, if not mentioned:

o What, if any, steps did the district take to build stakeholder buy-in?

o Was the initiative targeted to particular schools? If so, on what basis were these schools 

selected? What was the rationale for targeting the initiative that way?

PROGRAM FEATURES

Now that we have a better sense of how the double-dose strategy came about, I’d like to 

learn about the features of the program. 

7. What, if any, parameters has the district set in terms of what double-dose Algebra 

should look like at the school-level? What was the rationale behind setting the 

parameters in that way?

Probe for parameters related to each of the following areas, if not mentioned:

o Which students participate and for how long

o Which teachers and other staff members participate 

o The program’s setting - is it classroom-based or does it adhere to another format?

o Class size

o The amount of instructional time involved and how that time is scheduled

o The use of particular instructional approaches

o Teacher planning and collaboration

8. Who develops the curriculum to be followed during double-dose Algebra time? Does 

the curriculum vary by school? By classroom?

IMPLEMENTATION OF DOUBLE-DOSE ALGEBRA PROGRAM

I am now interested in understanding the district’s role in supporting schools’ 

implementation of double-dose Algebra.
9. Do teachers receive any specialized training or other professional learning 

opportunities to support their use of double-dose Algebra? What about mathematics 

department chairs or instructional coaches? School leaders?

If yes:

9a. What types of training or professional learning opportunities do they receive?

9b. Who provides the training or professional learning opportunities?

If no:

9c. Do you think it would be helpful for them to be trained?

If yes:

9c1. If so, what do you think should be covered in the training?

9c2. Who do you believe should conduct the training?

10. Are school staff members provided with any additional resources, such as additional 

prep time, textbooks, student data to support implementation?

If yes:

10a. What resources are provided?

10b. Who provides these?

10c. Do you think these resources are helpful? Why or why not?

If no:

10d. Would you like for additional resources to be provided?

If yes:

10d1. What do you think should be provided?

10d2 Who do you think should provide it?

11. Do you feel that schools are adequately supported in implementing the program?

If no:

11a. What additional support do you think should be provided?

11b. Who do you believe should be providing the additional support?

OUTCOMES OF DOUBLE-DOSE ALGEBRA PROGRAM

12. How do you measure the success of schools’ implementation of double-dose Algebra?

Listen for:

o Student achievement measures

o Graduation/drop-out rates
o Other metrics

13. Have you seen improvement according to these measures?

14. Has the district encountered any challenges in implementing double-dose algebra?

If yes:

14a. What were they?

14b. How were these challenges addressed?

15. Do you believe there any ways in which the implementation of double-dose Algebra 

could be modified to increase its success? If yes, please explain.

16. Reflecting on your district’s experiences with double-dose Algebra, are there any 

lessons you’ve learned along the way? What advice would you give to another district 

that is considering use of double-dose Algebra to promote student success?

FINAL THOUGHTS

17. Is there anything else that you would like to add before we conclude this interview?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating in this 

study.
OMB Approval No.: 0000-0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I

Double Dose Algebra Topical Area

Math Chair Interview

Name: Title:

District: State:

Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for Math Chair Interview: Good morning/afternoon. First of all, thank you so 

much for being here and for being willing to participate in this study for the US Department 

of Education. Before we start, we would like to introduce ourselves, provide a little 

background on our work, and answer any questions you might have. 

INTRODUCTION AND BACKGROUND

My name is [name] and this is [name] of the other site visitor. We are researchers from American 

Institutes for Research and Windwalker Corporation, organizations that conduct research in 

education. We are here today to interview you as part of a collaborative effort to provide 

researchers, policymakers, administrators, educators, and district officials like yourself with 

information to promote student success in Algebra I. We are particularly interested in 

Algebra I because it’s a gatekeeper course in that it’s a prerequisite for subsequent high 

school mathematics and science courses considered essential for getting into college. So, it is 

an important stepping stone for success in high school and college. We selected your district 

because your district has an interesting approach to the vertical alignment of mathematics 

curriculum in preparation for Algebra I instruction. 

As part of this project for the US Department of Education, we are speaking with teachers, math 

department leaders, school administrators, district staff and students about the instructional 

practices employed that contribute to student success in Algebra I. With respect to district 

officials, we are interested in your perspectives on how the Algebra I curriculum is being 

developed and implemented and the curriculum’s success at achieving its goals. To be more 

specific, I’ll be asking you about topics such as your roles and responsibilities, the role of the 

[district name] in instructional practices, and how they may be influenced, for example, by 

state policy. 

I’ll talk about how this interview will go next, but for now, are there any questions about the 

study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for this discussion. During our session today, 

I'll be asking you some questions and other site visitor will be taking notes of what you are 

saying. S/he will not record your names. If you don’t mind, I would also like to record our 

conversation simply for note-taking purposes. No one outside of our research team would 
hear the recording; it would just be for own reference. If you would like us to turn off the 

recorder at any point, just let me know. Would that be OK?

I want to assure you that all of the information you provide today will be kept confidential and 

will only be used for the purposes of this study. The recorded interview will be transcribed 

by a member of the research team, but your identity will remain confidential. We will not use 

your name or attribute any quotes to you. Therefore, no one who reads the study will know 

that the statements came from you. 

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just 

mentioned with regard to anonymity and confidentiality. Please take a minute to read it and 

let me know if you have any questions.

Are there any questions before we get started?

Notes to interviewer: 

- Throughout the interview, possible probes are set aside following each general question. 

Asking these questions may help to move the interview pace or may prompt a less talkative 

respondent. However, do not feel you need to ask each of these probes; it is likely that the 

respondent will cover many of these issues when responding to your initial inquiry. Keep the 

tone conversational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school 

records) beforehand, document that information below prior to the interview. During the 

interview, prompt the District Official to confirm its accuracy if his/her initial response does 

not do so.
BACKGROUND ON ROLE AND EXPERIENCE

Let’s begin with some information about you.

1. How long have you been at your school? 

2. How long have you acted as Mathematics Department Chair?

3. Have you been employed at another school?

If Yes:

3a. If so, where else did were you employed?

3b. Did you serve as Math Department Chair there?

3c. Do you have experience teaching Algebra I?

3d. If so, did they have double-dose algebra courses?

If Yes:

3d1. If so, did you participate? 

3d2. If so, what was your role?

4. What is your educational background?

What to listen for:

o Highest level of education attained

o If the teacher holds a degree in mathematics or math education

5. Do you currently teach any math classes?

If Yes:

 5a. Are you currently teaching Algebra I?

5b. Are you teaching any of the double-dose algebra courses?

DEVELOPMENT OF DOUBLE-DOSE ALGEBRA PROGRAM

Now I’d like to know more about the development and implementation of the double-dose 

algebra program. Specifically, I’d like to get a more detailed description of the program, 

your role, how the program is helping students and the resources provided.

6. To begin, please describe in detail the double-dose algebra program. 

What to listen for:

o When the program was created

o Who created it
o Which students participate

o Which teachers participate

o Other school staff members who participate 

o How long students participate in the program

o The program’s setting - Is it classroom-based or does it adhere to another format?

o Number of students participating in any given year

o Number of students in any given section/total teacher burden

7. Is there a specific curriculum that double-dose algebra teachers follow?

If yes:

7a. Who developed the curriculum?

7b. Can you briefly describe the curriculum?

7c. Why was that curriculum selected over potential curricula?

8. Does implementation of the curriculum vary by school?

9. Did you participate in the development of the program? 

If they participated in the development:

9a. What was your role in this process?

9b. Who initiated it? 

9c. What resources did the state, district, or school provide that enabled you to 

participate in the development of the alignment?

9d. How long did it take?

9e. Can you describe the process for developing the curriculum?

IMPLEMENTATION OF DOUBLE-DOSE ALGEBRA PROGRAM

Now that we have a better sense of how your double-dose program was developed, I am 

now interested in how it is implemented.

10. How are students recruited for participation? 

10a. Is there a specific policy that dictates which students take double-dose algebra?

If yes:

10a1. Can you describe the policy?

10a2. To what extent do schools comply with the policy?

What to listen for:

o Is participation optional or is it mandated?
o Do they need parental approval to attend?

o Is the student contacted, or the parent?

o How is it communicated to both parents and students?

o How do they avoid the stigma experienced by the student?

11. Does implementation of the program cause students to be sorted by ability?

If yes:

11a. Can you describe how ability levels are sorted into different classrooms?

If no:

11b. What is the classroom composition of student abilities within most standard 

algebra classes and within double-dose algebra classes?

12. How are teachers or other participants selected?

13. What is your role in the program?

14. What are the primary components of your double-dose algebra program?

15. Given your experience with the double-dose program, what do you think are the 

components of a successful program?

16. Does your program incorporate these components? If not, why not?

17. Ideally, what do you think teachers would do with their extended instructional time 

with students in double-dose algebra?

18. What do you think that struggling Algebra I students need most?

19. Are teachers provided with training on how to implement this program or how to use 

the extended instructional time?

If yes:

19a. How much training did they receive?

19b. What did the training cover?

19c. Who provided it?

19d. How frequently is the training provided?

If no:

19e. Do you think it would be helpful for them to be trained?
If yes:

19e1. If so, what should be covered in the training?

19e2. Who do you believe should be conducting the training?

19e3 Who do you think should be sponsoring it?

20. Are you provided with training on how to administer the double-dose program?

If yes:

 20a. How much training did you receive?

20b. What did the training cover?

20c. Who provided it?

If no:

20d. Do you think it would be helpful to be trained?

If yes:

20d1. If so, what should be covered in the training?

20d2. Who do you believe should be conducting the training?

20d3. Who do you think should be sponsoring it?

21. Are school staff provided with additional resources, such as additional prep time, 

supplemental curricular options, technology or textbooks?

If yes:

21a. What resources are provided?

21b. Who provides these?

21c. Do you find these are helpful? Why or why not?

21d. How were these additional resources identified and selected?

If no:

21e. Would you like for additional resources to be provided?

If yes:

21e1. What should be provided?

21e2 Who do you think should be providing it?

22. Do you feel that you are adequately supported by the school and/or district 

administration to implement the program?

If yes:

22a. In what ways are you supported?

22b. Who provides the support?
If no:

22c. What additional support would you like to receive?

22d. Who do you believe should be providing the additional support?

23. How do you support the efforts of the teachers who teach the courses?

OUTCOMES OF DOUBLE-DOSE ALGEBRA PROGRAM

24. How is success of the double-dose program measured?

25. Has the program been successful according to these measures?

26. Are there other measures of success that you use to determine this program’s 

effectiveness?

If yes:

26a. What measures other do you use?

26b. Using these measures, has this been successful?

27. Have you experienced any challenges while implementing the double-dose algebra 

program?

If yes:

27a. What were they?

27b. How did you overcome them?

28. What changes would you make to the program to increase its success?

FINAL THOUGHTS

29. Do you have anything else that you would like to add before we conclude this interview?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating in this 

study.

OMB Approval No.: 0000-0000

Expires: 00/00/0000
PROMOTING STUDENT SUCCESS IN ALGEBRA I

Double Dose Algebra Topical Area

Teacher Focus Group

Name: Title:

District: State:

Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for the Teacher Focus Group: Good morning/afternoon. First of all, thank 

you so much for being here and for being willing to participate in this study for the US 

Department of Education. Before we start, we would like to introduce ourselves, provide a 

little background on our work, and answer any questions you might have. 

INTRODUCTION AND BACKGROUND

My name is [name] and this is [name] of the other site visitor. We are researchers from American 

Institutes for Research and Windwalker Corporation, organizations that conduct research in 

education. We are here today to interview you as part of a collaborative effort to provide 

researchers, policymakers, administrators, educators, and district officials like yourself with 

information to promote student success in Algebra I. We are particularly interested in 

Algebra I because it’s a gatekeeper course in that it’s a prerequisite for subsequent high 

school mathematics and science courses considered essential for getting into college. So, it is 

an important stepping stone for success in high school and college. We selected your district 

because your district has an interesting approach to the vertical alignment of mathematics 

curriculum in preparation for Algebra I instruction. 

As part of this project for the US Department of Education, we are speaking with teachers, math 

department leaders, school administrators, district staff and students about the instructional 

practices employed that contribute to student success in Algebra I. With respect to district 

officials, we are interested in your perspectives on how the Algebra I curriculum is being 

developed and implemented and the curriculum’s success at achieving its goals. To be more 

specific, I’ll be asking you about topics such as your roles and responsibilities, the role of the 

[district name] in instructional practices, and how they may be influenced, for example, by 

state policy. 

I’ll talk about how this interview will go next, but for now, are there any questions about the 

study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for this discussion. During our session today, 

I'll be asking you some questions and other site visitor will be taking notes of what you are 

saying. S/he will not record your names. If you don’t mind, I would also like to record our 

conversation simply for note-taking purposes. No one outside of our research team would 
hear the recording; it would just be for own reference. If you would like us to turn off the 

recorder at any point, just let me know. Would that be OK?

I want to assure you that all of the information you provide today will be kept confidential and 

will only be used for the purposes of this study. The recorded interview will be transcribed 

by a member of the research team, but your identity will remain confidential. We will not use 

your name or attribute any quotes to you. Therefore, no one who reads the study will know 

that the statements came from you. 

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just 

mentioned with regard to anonymity and confidentiality. Please take a minute to read it and 

let me know if you have any questions.

Are there any questions before we get started?

Notes to interviewer: 

- Throughout the interview, possible probes are set aside following each general question. 

Asking these questions may help to move the interview pace or may prompt a less talkative 

respondent. However, do not feel you need to ask each of these probes; it is likely that the 

respondent will cover many of these issues when responding to your initial inquiry. Keep the 

tone conversational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school 

records) beforehand, document that information below prior to the interview. During the 

interview, prompt the District Official to confirm its accuracy if his/her initial response does 

not do so.
BACKGROUND ON TEACHING ROLE AND EXPERIENCE

Let’s begin with some information about you.

1. How long have you been teaching at this school? 

2. Have you taught anywhere else?

2a. If so, where did you teach?

2b. Did you also teach Algebra I there?

2c. Did you teach double-dose algebra there as well?

3. What is your educational background?

What to listen for:

o Highest level of education attained

o If the teacher holds a degree in mathematics or math education

4. How many classes are you currently teaching?

4a. How many of them are double-dose algebra classes?

4b. Do you teach the same students for in your typical algebra class and your doubledose algebra class?

4c. What other classes do you teach?

DEVELOPMENT OF DOUBLE-DOSE ALGEBRA PROGRAM

Now I’d like to know more about the development and implementation of the double-dose 

algebra program. Specifically, I’d like to get a more detailed description of the program, 

who participates, how it is helping students and the resources provided.

5. To begin, please describe in detail the double-dose algebra program. 

What to listen for:

o When the program was created

o Who created it

o Which students participate

o Which teachers participate

o Other school staff members who participate 

o How long students participate in the program

o The program’s setting - Is it classroom-based or does it adhere to another format?

o Number of students participating in any given year

o Number of students in any given section/total teacher burden

6. Who develops the curriculum to be followed for the program?
7. Does this vary by school or by district, or does the entire state follow the same 

curriculum?

8. Did any of you participate in the development of the program? 

If they participated in the development:

8a. What was your role in this process?

8b. Who initiated it?

8c. What resources did the state, district, or school provide you with that enabled you 

to participate in the development of the program?

8d. How long did it take?

If they did not participate in the development:

8e. Do you know who created it? If so, who?

IMPLEMENTATION OF DOUBLE-DOSE ALGEBRA PROGRAM

Now that we have a better sense of how your double-dose program was developed and who 

the participants, I am now interested in how it is implemented.

9. How are students recruited for participation? 

What to listen for:

o Is participation optional or is it mandated?

o Do they need parental approval to enroll?

o Is the student contacted, or the parent?

o How is it communicated to both parents and students?

o How do they avoid the stigma experienced by the student?

10. Does implementation of the program cause students to be sorted by ability?

If yes:

10a. Do students take both algebra and double-dose algebra together?

10b. How does the sorting of students affect your teaching?

10b. What are the challenges of sorting students by ability for your teaching and for 

students’ learning?

If no:

10c. What is the classroom composition of student abilities within most standard 

algebra classes and within double-dose algebra classes?
10c. What are the challenges you face in teaching students with different levels of 

readiness to take algebra?

11. How are teachers selected?

12. Can you talk about how you make use of the extended learning time?

13. How do the instructional activities you use help struggling Algebra I students?

14. How do you align your instruction to what students are learning in their standard 

algebra class?

15. How do you assess what students need most during this extended learning time?

16. How do you tailor your instruction to meet the individual needs of your students?

17. Are you provided with training on how to implement this program or on how to use the 

extra instructional time?

If yes:

17a. How much training did you receive?

17b. What did the training cover?

17c. Who provided it?

If no:

17d. Do you think it would be helpful to be trained?

If yes:

17d1. If so, what should be covered in the training?

17d2. Who do you believe should be conducting the training?

17d3 Who do you think should be sponsoring it?

18. Given your experience with the double-dose program, what do you think are the 

components of a successful program?

19. Does your program incorporate these components? If not, why not?

20. Are you provided with additional resources, such as additional prep time, supplemental 

curricular options, technology or textbooks?

If yes:
20a. What resources are you provided?

20b. Who provides these?

20c. Do you find these helpful? Why or why not?

If no:

20d. Would you like for additional resources to be provided?

If yes:

20d1. What should you be provided?

20d2 Who do you think should be providing it?

21. Do you feel that you are adequately supported by the school and/or district to 

implement the program?

If yes:

21a. In what ways are you supported?

21b. Who provides the support?

If no:

21c. What additional support would you like to receive?

21d. Who do you believe should be providing the additional support?

OUTCOMES OF DOUBLE-DOSE ALGEBRA PROGRAM

22. How is success of the double-dose program measured?

23. Has the program been successful according to these measures?

24. Are there other measures of success that you use to determine this program’s 

effectiveness?

If yes:

24a. What other measures do you use?

24b. Using these measures, has this been successful?

25. Have you experienced any other challenges while participating in the double-dose 

algebra program?

If yes:

25a. What were they?

25b. How did you overcome them?
26. What changes would you make to the program to increase its success?

FINAL THOUGHTS

27. Do you have anything else that you would like to add before we conclude this interview?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating in this 

study.
OMB Approval No.: 0000-0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I

Double Dose Algebra Topical Area

Principal Interview

Name: Title:

District: State:

Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for Principal Interview: Good morning/afternoon. First of all, thank you so 

much for being here and for being willing to participate in this study for the US Department 

of Education. Before we start, we would like to introduce ourselves, provide a little 

background on our work, and answer any questions you might have. 

INTRODUCTION AND BACKGROUND

My name is [name] and this is [name] of the other site visitor. We are researchers from American 

Institutes for Research and Windwalker Corporation, organizations that conduct research in 

education. We are here today to interview you as part of a collaborative effort to provide 

researchers, policymakers, administrators, educators, and district officials like yourself with 

information to promote student success in Algebra I. We are particularly interested in 

Algebra I because it’s a gatekeeper course in that it’s a prerequisite for subsequent high 

school mathematics and science courses considered essential for getting into college. So, it is 

an important stepping stone for success in high school and college. We selected your district 

because your district has an interesting approach to the vertical alignment of mathematics 

curriculum in preparation for Algebra I instruction. 

As part of this project for the US Department of Education, we are speaking with teachers, math 

department leaders, school administrators, district staff and students about the instructional 

practices employed that contribute to student success in Algebra I. With respect to district 

officials, we are interested in your perspectives on how the Algebra I curriculum is being 

developed and implemented and the curriculum’s success at achieving its goals. To be more 

specific, I’ll be asking you about topics such as your roles and responsibilities, the role of the 

[district name] in instructional practices, and how they may be influenced, for example, by 

state policy. 

I’ll talk about how this interview will go next, but for now, are there any questions about the 

study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for this discussion. During our session today, 

I'll be asking you some questions and other site visitor will be taking notes of what you are 

saying. S/he will not record your names. If you don’t mind, I would also like to record our 
conversation simply for note-taking purposes. No one outside of our research team would 

hear the recording; it would just be for own reference. If you would like us to turn off the 

recorder at any point, just let me know. Would that be OK?

I want to assure you that all of the information you provide today will be kept confidential and 

will only be used for the purposes of this study. The recorded interview will be transcribed 

by a member of the research team, but your identity will remain confidential. We will not use 

your name or attribute any quotes to you. Therefore, no one who reads the study will know 

that the statements came from you. 

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just 

mentioned with regard to anonymity and confidentiality. Please take a minute to read it and 

let me know if you have any questions.

Are there any questions before we get started?

Notes to interviewer: 

- Throughout the interview, possible probes are set aside following each general question. 

Asking these questions may help to move the interview pace or may prompt a less talkative 

respondent. However, do not feel you need to ask each of these probes; it is likely that the 

respondent will cover many of these issues when responding to your initial inquiry. Keep the 

tone conversational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school 

records) beforehand, document that information below prior to the interview. During the 

interview, prompt the District Official to confirm its accuracy if his/her initial response does 

not do so.
BACKGROUND ON ROLE AND EXPERIENCE

Let’s begin with some information about you.

1. How long have you been at your school? 

2. How long have you acted as Principal?

3. Have you been employed at another school?

3a. If so, where else did were you employed?

3b. What was your role there?

3c. Did that school have a double-dose algebra program?

3d. Have you ever worked as a math teacher

If Yes:

3d1. Do you have experience teaching Algebra I?

3d2. If so, did they have double-dose algebra courses?

If Yes:

3d1a. Did you participate? 

3d2b. What was your role?

4. What is your educational background?

What to listen for:

o Highest level of education attained

o If the teacher holds a degree in mathematics or math education

DEVELOPMENT OF DOUBLE-DOSE ALGEBRA PROGRAM

Now I’d like to know more about the development and implementation of the double-dose 

algebra program. Specifically, I’d like to get a more detailed description of the program, 

your role, how the program is helping students and the resources provided.

5. To begin, please describe in detail the double-dose algebra program. 

What to listen for:

o When the program was created

o Who created it

o Which students participate

o Which teachers participate

o Other school staff members who participate 

o How long students participate in the program

o The program’s setting - is it classroom-based or does it adhere to another format?
o Number of students participating in any given year

o Number of students in any given section/total teacher burden

6. Who develops the curriculum to be followed?

7. Does this vary by school or by district, or does the entire state follow the same 

curriculum?

8. Did you participate in the development of the program? 

If they participated in the development:

8a. What was your role in this process?

8b. Who initiated it?

8c. What resources did the state, district, or school provide you with that enabled you to 

participate in the development of the alignment?

8d. How long did it take?

8e. Can you describe the process for developing the curriculum?

If they did not participate in the development:

8f. Do you know who created it? If so, who?

IMPLEMENTATION OF DOUBLE-DOSE ALGEBRA PROGRAM

Now that we have a better sense of how your double-dose program was developed and who 

the participants, I am now interested in how it is implemented.

9. How are students recruited for participation? 

9a. Do you recruit or mandate student participation differently than other schools in 

your district. If so, why?

What to listen for:

o Is participation optional or is it mandated?

o Do they need parental approval to attend?

o Is the student contacted, or the parent?

o How is it communicated to both parents and students?

o How do they avoid the stigma experienced by the student?

10. How are teachers or other participants selected to participate?

11. What is your role in the program?
12. Given your experience with the double-dose program, what do you think are the 

components of a successful program?

13. Does your program incorporate these components? If not, why not?

14. Ideally, what do you think teachers would do with their extended instructional time 

with students in double-dose algebra?

15. What do you think that struggling Algebra I students need most?

16. Are teachers and other school staff provided with training on how to implement this

program?

If yes:

16a. How much training did they receive?

16b. What did the training cover?

16c. Who provided it?

16d. How frequently is the training provided?

If no:

16e. Do you think it would be helpful for them to be trained?

If yes:

16e1. If so, what should be covered in the training?

16e2. Who do you believe should be conducting the training?

16e3 Who do you think should be sponsoring it?

17. Are you provided with training on how to oversee the administration of the double-dose 

program?

If yes:

 17a. How much training did you receive?

17b. What training did you receive?

17c. Who provided it?

If no:

17d. Do you think it would be helpful to be trained?

If yes:

17d1. If so, what should be covered in the training?

17d2. Who do you believe should be conducting the training?

17d3 Who do you think should be sponsoring it?
18. Are school staff provided with additional resources, such as additional prep time, 

supplemental curricular options, technology or textbooks?

If yes:

18a. What resources are provided?

18b. Who provides these?

18c. Do you find these are helpful? Why or why not?

18d. How were these additional resources identified and selected?

If no:

18e. Would you like for additional resources to be provided?

If yes:

18e1. What should be provided?

18e2 Who do you think should be providing it?

19. Do you feel that you are adequately supported by the district to implement the 

program?

If yes:

19a. In what ways are you supported?

19b. Who provides the support?

If no:

19c. What additional support would you like to receive?

19d. Who do you believe should be providing the additional support?

20. How do you support the efforts of the teachers and other members of your math 

department who are involved with the implementation of the program?

OUTCOMES OF DOUBLE-DOSE ALGEBRA PROGRAM

21. How is success of the double-dose program measured?

22. Has the program been successful according to these measures?

23. Are there other measures of success that you use to determine this program’s 

effectiveness?

If yes:

23a. What measures other do you use?
23b. Using these measures, has this been successful?

24. Have you experienced any challenges while implementing the double-dose algebra 

program?

If yes:

24a. What were they?

24b. How did you overcome them?

25. What changes would you make to the program to increase its success?

FINAL THOUGHTS

26. Do you have anything else that you would like to add before we conclude this interview?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating in this 

study.
OMB Approval No.: 0000-0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I

Double Dose Algebra Topical Area

Student Focus Group

Name: Title:

District: State:

Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for the Student Focus Group: Good morning/afternoon. First of all, thank you 

so much for being here and for being willing to participate in this study for the US 

Department of Education. Before we start, we would like to introduce ourselves, provide a 

little background on our work, and answer any questions you might have. 

INTRODUCTION AND BACKGROUND

My name is [name] and this is [name] of the other site visitor. We are researchers from American 

Institutes for Research and Windwalker Corporation, organizations that conduct research in 

education. We are here today to interview you as part of a collaborative effort to provide 

researchers, policymakers, administrators, educators, and district officials like yourself with 

information to promote student success in Algebra I. We are particularly interested in 

Algebra I because it’s a gatekeeper course in that it’s a prerequisite for subsequent high 

school mathematics and science courses considered essential for getting into college. So, it is 

an important stepping stone for success in high school and college. We selected your district 

because your district has an interesting approach to the vertical alignment of mathematics 

curriculum in preparation for Algebra I instruction. 

As part of this project for the US Department of Education, we are speaking with teachers, math 

department leaders, school administrators, district staff and students about the instructional 

practices employed that contribute to student success in Algebra I. With respect to district 

officials, we are interested in your perspectives on how the Algebra I curriculum is being 

developed and implemented and the curriculum’s success at achieving its goals. To be more 

specific, I’ll be asking you about topics such as your roles and responsibilities, the role of the 

[district name] in instructional practices, and how they may be influenced, for example, by 

state policy. 

I’ll talk about how this interview will go next, but for now, are there any questions about the 

study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for this discussion. During our session today, 

I'll be asking you some questions and other site visitor will be taking notes of what you are 

saying. S/he will not record your names. If you don’t mind, I would also like to record our 
conversation simply for note-taking purposes. No one outside of our research team would 

hear the recording; it would just be for own reference. If you would like us to turn off the 

recorder at any point, just let me know. Would that be OK?

I want to assure you that all of the information you provide today will be kept confidential and 

will only be used for the purposes of this study. The recorded interview will be transcribed 

by a member of the research team, but your identity will remain confidential. We will not use 

your name or attribute any quotes to you. Therefore, no one who reads the study will know 

that the statements came from you. 

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just 

mentioned with regard to anonymity and confidentiality. Please take a minute to read it and 

let me know if you have any questions.

Are there any questions before we get started?

Notes to interviewer: 

- Throughout the interview, possible probes are set aside following each general question. 

Asking these questions may help to move the interview pace or may prompt a less talkative 

respondent. However, do not feel you need to ask each of these probes; it is likely that the 

respondent will cover many of these issues when responding to your initial inquiry. Keep the 

tone conversational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school 

records) beforehand, document that information below prior to the interview. During the 

interview, prompt the District Official to confirm its accuracy if his/her initial response does 

not do so.
STUDENT BACKGROUND

Let’s begin with some information about you.

1. What grade are you in? 

2. Is this the only high school you have attended, or have you attended another one?

If attended another one:

2a. How long have you been in this school?

3. Do you like Algebra? Why or why not?

What to listen for:

o Course difficulty

o Interest in topic area

o Sentiments about teacher

PARTICIPATION IN DOUBLE-DOSE ALGEBRA PROGRAM

Now I’d like to know more the double-dose program that you are participating in.

4. To begin, can you tell me a little about what you do in your double-dose algebra class 

on a typical day?

5. How does your double-dose algebra class differ from your regular class? Do you do 

different things? Does the teacher do different things? 

6. Do your two classes cover the same topics, or do you sometimes cover different topics in 

the different classes?

7. Does your Algebra teacher teach the class, or does someone else? 

8. When did you start taking this class? 

9. When will the class end?

10. How long are the classes?

11. Do you have additional homework from this class?

If yes:
4a. How much homework do you get from this class?

4b. Do you feel that the homework you get helps you learn the material?

4b. How much do you get from your other class?

12. Were you provided with any resources, like textbooks, when you began this program?

If yes:

4a. What resources did you get?

4a. Do you find these helpful? Why or why not?

OUTCOMES OF DOUBLE-DOSE ALGEBRA PROGRAM

13. What part of this program do you think helps you the most when it comes to learning 

algebra?

14. What part of this program do you think helps the least when it comes to learning 

algebra?

15. Do you feel that you are doing better in algebra since you started participating in this 

program?

16. Do you like the subject more now that you are participating?

17. What do you think is the most difficult part of participating in the program?

18. If you could change something about the program that would help you do better in 

algebra, what would it be?

FINAL THOUGHTS

19. Do you have anything else that you would like to add before we conclude this interview?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating in this 

study.