A report on the website Phys (7/21, Tonn) examines findings from a study done by Stanford University PhD student Eric Taylor, who found that students who increased the amount of time in math classes earned higher scores as a result, “but the gains did not last for long.” Taylor, who is studying at the Center for Education Policy Analysis, built the study around extra math classes added for some sixth graders in Florida’s Miami-Dade County Public Schools. Although students benefited from the extra classes, they had lost those benefits by high school. Moreover, to take the extra math, they missed out on “physical education, arts or foreign language class,” leading Taylor to question whether that was a good outcome