| College preparatory curriculum for all: Academic consequences of requiring algebra and English I for ninth graders in Chicago E Allensworth, T Nomi, N Montgomery, VE Lee Educational Evaluation and Policy Analysis 31 (4), 367-391, 2009 | 294 | 2009 |
| Intensive math instruction and educational attainment: Long-run impacts of double-dose algebra KE Cortes, JS Goodman, T Nomi Journal of Human Resources 50 (1), 108-158, 2015 | 231 | 2015 |
| “Double-dose” algebra as an alternative strategy to remediation: Effects on students' academic outcomes T Nomi, E Allensworth Journal of Research on Educational Effectiveness 2 (2), 111-148, 2009 | 156 | 2009 |
| Faces of the Future: A Portrait of First-Generation Community College Students. T Nomi American Association of Community Colleges, 2005 | 129 | 2005 |
| The effects of within-class ability grouping on academic achievement in early elementary years T Nomi Journal of Research on Educational Effectiveness 3 (1), 56-92, 2009 | 98 | 2009 |
| The unintended consequences of an algebra-for-all policy on high-skill students: Effects on instructional organization and students’ academic outcomes T Nomi Educational Evaluation and Policy Analysis 34 (4), 489-505, 2012 | 90 | 2012 |
| Sorting and supporting: Why double-dose algebra led to better test scores but more course failures T Nomi, EM Allensworth American Educational Research Journal 50 (4), 756-788, 2013 | 86 | 2013 |
| Statistical analysis for multisite trials using instrumental variables with random coefficients SW Raudenbush, SF Reardon, T Nomi Journal of research on Educational Effectiveness 5 (3), 303-332, 2012 | 59 | 2012 |
| Feeding the elite: The evolution of elite pathways from star high schools to elite universities GK LeTendre, RG Gonzalez, T Nomi Higher education policy 19, 7-30, 2006 | 54 | 2006 |
| Making a success of “Algebra for all” the impact of extended instructional time and classroom peer skill in chicago T Nomi, SW Raudenbush Educational Evaluation and Policy Analysis 38 (2), 431-451, 2016 | 44 | 2016 |
| Weighting methods for assessing policy effects mediated by peer change G Hong, T Nomi Journal of Research on Educational Effectiveness 5 (3), 261-289, 2012 | 37 | 2012 |
| Is Amae the key to understanding Japanese culture HW Smith, T Nomi Electronic Journal of Sociology 5 (1), 1-14, 2000 | 35 | 2000 |
| College-Preparatory Curriculum for All: The Consequences of Raising Mathematics Graduation Requirements on Students' Course Taking and Outcomes in Chicago. EM Allensworth, T Nomi Society for Research on Educational Effectiveness, 2009 | 16 | 2009 |
| Effects of double-dose algebra on college persistence and degree attainment T Nomi, SW Raudenbush, JJ Smith Proceedings of the National Academy of Sciences 118 (27), e2019030118, 2021 | 15 | 2021 |
| Skill-Based Sorting in the Era of College Prep for All: Costs and Benefits. Research Brief. T Nomi, E Allensworth University of Chicago Consortium on Chicago School Research, 2014 | 9 | 2014 |
| “Double-dose” English as a strategy for improving adolescent literacy: Total effect and mediated effect through classroom peer ability change T Nomi Social Science Research 52, 716-739, 2015 | 8 | 2015 |
| Efficacy of Online Algebra I for Credit Recovery for At-Risk Ninth Grade Students: Evidence from Year 1. J Heppen, E Allensworth, K Walters, AS Pareja, A Kurki, T Nomi, ... Society for Research on Educational Effectiveness, 2012 | 8 | 2012 |
| The struggle to pass algebra I in urban high schools: Online vs. face-to-face credit recovery for at-risk students J Heppen, K Walters, E Allensworth, N Sorensen, A Pareja, S Stachel, ... Annual Meeting of the Association for Public Policy Analysis and Management …, 2013 | 7 | 2013 |
| College preparatory curriculum for all: Consequences of ninth-grade course taking in algebra and English on academic outcomes in Chicago E Allensworth, T Nomi, N Montgomery, VE Lee Chicago, IL: University of Chicago, Consortium on Chicago School Research, 2008 | 7 | 2008 |
| Educational stratification in early elementary school: The causal effect of ability grouping on reading achievement T Nomi The Pennsylvania State University, 2006 | 7 | 2006 |
