Help or Hindrance? The Effects of College Remediation on Academic and Labor Market Outcomes
AbstractProviding remedial (also known as developmental) education is the primary way colleges cope with students who do not have the academic preparation needed to succeed in college-level courses. Remediation is widespread, with nearly one-third of entering freshmen taking remedial courses at an annual cost of at least $$1 billion. Despite its prevalence, there is uncertainty surrounding its short- and longer-run effects. This paper presents new evidence on this question using longitudinal administrative data from Texas and a regression discontinuity research design. We find little indication that remediation improves academic or labor market outcomes. © 2011 The President and Fellows of Harvard College and the Massachusetts Institute of Technology.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoArticle provided by MIT Press in its journal The Review of Economics and Statistics.
Volume (Year): 93 (2011)
Issue (Month): 2 (May)
Contact details of provider:
Web page: http://mitpress.mit.edu/journals/
You can help add them by filling out this form.
CitEc Project, subscribe to its RSS feed for this item.
- DesJardins, Stephen L. & McCall, Brian P., 2014. "The impact of the Gates Millennium Scholars Program on college and post-college related choices of high ability, low-income minority students," Economics of Education Review, Elsevier, Elsevier, vol. 38(C), pages 124-138.
- Kalena Cortes & Joshua Goodman & Takako Nomi, 2014.
"Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra,"
NBER Working Papers
20211, National Bureau of Economic Research, Inc.
- Cortes, Kalena & Goodman, Joshua & Nomi, Takako, 2013. "Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra," Working Paper Series, Harvard University, John F. Kennedy School of Government rwp13-009, Harvard University, John F. Kennedy School of Government.
- KALENA CORTES & Joshua Goodman & TAKAKO NOMI, . "Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra," Working Paper 95941, Harvard University OpenScholar.
- Jepsen, Christopher & Mueser, Peter R. & Troske, Kenneth, 2012.
"Labor-Market Returns to the GED Using Regression Discontinuity Analysis,"
IZA Discussion Papers
6758, Institute for the Study of Labor (IZA).
- Peter R. Mueser & Christopher Jepsen & Kenneth Troske, 2010. "Labor-Market Returns to the GED Using Regression Discontinuity Analysis," Working Papers, Department of Economics, University of Missouri 1014, Department of Economics, University of Missouri.
- Judith Scott-Clayton & Peter M. Crosta & Clive R. Belfield, 2012. "Improving the Targeting of Treatment: Evidence from College Remediation," NBER Working Papers 18457, National Bureau of Economic Research, Inc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Karie Kirkpatrick).
If references are entirely missing, you can add them using this form.