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The Effectiveness Of Remedial Courses In Italy: A Fuzzy Regression Discontinuity Design

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Author Info

  • Maria De Paola

    ()

  • Vincenzo Scoppa

    () (Dipartimento di Economia e Statistica, Università della Calabria)

Abstract

We evaluate the effects on student achievement of a number of remedial courses provided by an Italian University. To identify the causal effect of remediation we use a Fuzzy Regression Discontinuity Design, relying on the fact that students whose performance at a placement test was below a certain cutoff were assigned to the treatment. We deal with partial compliance using the assignment rule as an instrumental variable for the effective attendance to remedial courses. From our analysis it emerges that students just below the cutoff, attending the remedial courses, acquire a higher number of credits compared to students just above the cutoff. We also find that remedial courses reduce the probability of dropping out from academic career. On the other hand, we do not find any statistically significant effect on the average grade obtained at passed exams.

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File URL: http://www.ecostat.unical.it/RePEc/WorkingPapers/WP14_2011.pdf
File Function: First version, 2011-11
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Bibliographic Info

Paper provided by Università della Calabria, Dipartimento di Economia e Statistica in its series Working Papers with number 201114.

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Length: 21 pages
Date of creation: Nov 2011
Date of revision:
Handle: RePEc:clb:wpaper:201114

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Postal: Università della Calabria, Dipartimento di Economia e Statistica, Ponte Pietro Bucci, Cubo 0/C, I-87036 Arcavacata di Rende, CS, Italy
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Web page: http://www.ecostat.unical.it/
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Related research

Keywords: Remedial Courses; Tertiary Education; Public Policy; Fuzzy Regression Discontinuity Design; Instrumental Variables;

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  1. Brian A. Jacob & Lars Lefgren, 2002. "Remedial Education and Student Achievement: A Regression-Discontinuity Analysis," NBER Working Papers 8918, National Bureau of Economic Research, Inc.
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