Development, Discouragement, or Diversion? New Evidence on the Effects of College Remediation
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.
|Date of creation:||Aug 2012|
|Publication status:||published as Judith Scott-Clayton & Olga Rodriguez, 2015. "Development, Discouragement, or Diversion? New Evidence on the Effects of College Remediation Policy," Education Finance and Policy, vol 10(1), pages 4-45.|
|Contact details of provider:|| Postal: National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.|
Web page: http://www.nber.org
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- Eric P. Bettinger & Bridget Terry Long, 2009.
"Addressing the Needs of Underprepared Students in Higher Education: Does College Remediation Work?,"
Journal of Human Resources,
University of Wisconsin Press, vol. 44(3).
- Eric P. Bettinger & Bridget Terry Long, 2005. "Addressing the Needs of Under-Prepared Students in Higher Education: Does College Remediation Work?," NBER Working Papers 11325, National Bureau of Economic Research, Inc.
- Scott E. Carrell & Richard L. Fullerton & James E. West, 2009. "Does Your Cohort Matter? Measuring Peer Effects in College Achievement," Journal of Labor Economics, University of Chicago Press, vol. 27(3), pages 439-464, July.
- Scott E. Carrell & Richard L. Fullerton & James E. West, 2008. "Does Your Cohort Matter? Measuring Peer Effects in College Achievement," NBER Working Papers 14032, National Bureau of Economic Research, Inc.
- Juan Carlos Calcagno & Bridget Terry Long, 2008. "The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and Noncompliance," NBER Working Papers 14194, National Bureau of Economic Research, Inc. Full references (including those not matched with items on IDEAS)
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