Development, Discouragement, or Diversion? New Evidence on the Effects of College Remediation. NBER Working Paper No. 18328

Autor/inn/en	Scott-Clayton, Judith; Rodriguez, Olga
Institution	National Bureau of Economic Research
Titel	Development, Discouragement, or Diversion? New Evidence on the Effects of College Remediation. NBER Working Paper No. 18328
Quelle	(2012) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Evidence; Models; Achievement Tests; Credits; Remedial Instruction; College Students; Community Colleges; Urban Education; Intervention; At Risk Students; Outcomes of Education; Outcome Measures; Skill Development; Educational Policy; Program Effectiveness; Academic Persistence; Remedial Programs + Suchen Sie Ihr Suchwort? Evidenz; Analogiemodell; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Förderkurs; Collegestudent; Community college; Community College; Stadtteilbezogenes Lernen; Lernleistung; Schulerfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Politics of education; Bildungspolitik; Förderprogramm
Abstract	Half of all college students take at least one remedial course as part of their postsecondary experience, despite mixed evidence on the effectiveness of this intervention. Using a regression-discontinuity design with data from a large urban community college system, we extend the research on remediation in three ways. First, we articulate three alternative models of remediation to help guide interpretation of sometimes conflicting results in the literature. Second, in addition to credits and degree completion we examine several under-explored outcomes, including the initial decision to enroll, grades in subsequent college courses, and post-treatment proficiency test scores. Finally, we exploit rich high school background data to examine heterogeneity in the impact of remedial assignment by predicted academic risk. We find that remediation does little to develop students' skills. But we also find relatively little evidence that it discourages either initial enrollment or persistence, except for a subgroup we identify as potentially mis-assigned to remediation. Instead, the primary effect of remediation appears to be diversionary: students simply take remedial courses instead of college-level courses. These diversionary effects are largest for the lowest-risk students. Implications for remediation policy are discussed. (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10