A trio of researchers, one from Saint Louis University, the other two from the University of Chicago, has found that offering double-dose algebra instruction to struggling 9th grade students can lead to later benefits in college—but only if the students are paired with helpful peers. In their paper published in Proceedings of the National Academy of Sciences, Takako Nomi, Stephen Raudenbush, and Jake Smith describe their study that involved monitoring the achievements of students who took part in double-dose algebra courses in 9th grade as they advanced through college.