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

Author

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  • 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.

Suggested Citation

  • Maria De Paola & Vincenzo Scoppa, 2011. "The Effectiveness Of Remedial Courses In Italy: A Fuzzy Regression Discontinuity Design," Working Papers 201114, Università della Calabria, Dipartimento di Economia, Statistica e Finanza "Giovanni Anania" - DESF.
    • Handle: RePEc:clb:wpaper:201114
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    References listed on IDEAS

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    Cited by:

    1. Victor Lavy & Assaf Kott & Genia Rachkovski, 2022. "Does Remedial Education in Late Childhood Pay Off After All? Long-Run Consequences for University Schooling, Labor Market Outcomes, and Intergenerational Mobility," Journal of Labor Economics, University of Chicago Press, vol. 40(1), pages 239-282.
    2. Ignacio García-Pérez, J. & Hidalgo-Hidalgo, Marisa, 2017. "No student left behind? Evidence from the Programme for School Guidance in Spain," Economics of Education Review, Elsevier, vol. 60(C), pages 97-111.
    3. Büchele, Stefan, 2020. "Should we trust math preparatory courses? An empirical analysis on the impact of students’ participation and attendance on short- and medium-term effects," Economic Analysis and Policy, Elsevier, vol. 66(C), pages 154-167.
    4. Duchini, Emma, 2017. "Is college remedial education a worthy investment? New evidence from a sharp regression discontinuity design," Economics of Education Review, Elsevier, vol. 60(C), pages 36-53.
    5. De Benedetto, Marco Alberto & De Paola, Maria & Scoppa, Vincenzo & Smirnova, Janna, 2022. "The long-run effects of college remedial education," Economics Letters, Elsevier, vol. 216(C).
    6. Giorgio Di Pietro, 2014. "The Short-term Effectiveness of a Remedial Mathematics Course: Evidence from a UK University," Manchester School, University of Manchester, vol. 82(3), pages 363-384, June.
    7. Clémentine Van Effenterre, 2017. "Post 16 remedial policies: a literature review," CVER Research Papers 005, Centre for Vocational Education Research.
    8. Stefan Buechele, 2019. "Should We Trust Math Preparatory Courses? An Empirical Analysis on the Impact of Students' Participation and Attendance on Short- and Medium-Term Effects," MAGKS Papers on Economics 201927, Philipps-Universität Marburg, Faculty of Business Administration and Economics, Department of Economics (Volkswirtschaftliche Abteilung).
    9. Almeida,Rita Kullberg & Bresolin,Antonio & Pugialli Da Silva Borges,Bruna & Mendes,Karen & Menezes Filho,Naercio, 2016. "Assessing the impacts of Mais Educacao on educational outcomes : evidence between 2007 and 2011," Policy Research Working Paper Series 7644, The World Bank.
    10. Battistin, Erich & Meroni, Elena Claudia, 2016. "Should we increase instruction time in low achieving schools? Evidence from Southern Italy," Economics of Education Review, Elsevier, vol. 55(C), pages 39-56.
    11. Stefan Buechele, 2018. "Bridging the Gap - how Effective are Remedial Math Courses in Germany?," MAGKS Papers on Economics 201825, Philipps-Universität Marburg, Faculty of Business Administration and Economics, Department of Economics (Volkswirtschaftliche Abteilung).
    12. De Paola, Maria & Scoppa, Vincenzo, 2015. "Procrastination, academic success and the effectiveness of a remedial program," Journal of Economic Behavior & Organization, Elsevier, vol. 115(C), pages 217-236.
    13. Erich Battistin & Antonio Schizzerotto, 2019. "Threat of grade retention, remedial education and student achievement: evidence from upper secondary schools in Italy," Empirical Economics, Springer, vol. 56(2), pages 651-678, February.
    14. Philip Verwimp, 2016. "Secondary School as a Contraceptive: Quasi-Experimental Evidence from Burundi," Working Papers ECARES ECARES 2016-19, ULB -- Universite Libre de Bruxelles.
    15. Marianna Battaglia & Marisa Hidalgo-Hidalgo, 2020. "Non-Cognitive Skills and Remedial Education: Good News for Girls," Working Papers 20.10, Universidad Pablo de Olavide, Department of Economics.
    16. Maria Zumbuehl & Stefanie Hof & Stefan C. Wolter, 2020. "Private tutoring and academic achievement in a selective education system," Economics of Education Working Paper Series 0169, University of Zurich, Department of Business Administration (IBW), revised Oct 2022.

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    More about this item

    Keywords

    Remedial Courses; Tertiary Education; Public Policy; Fuzzy Regression Discontinuity Design; Instrumental Variables;
    All these keywords.

    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • C26 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Instrumental Variables (IV) Estimation
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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