The Effects of Middle School Remediation on Postsecondary Success: Regression Discontinuity Evidence from Florida. Working Paper No. 258-0921

Autor/in	Özek, Umut
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	The Effects of Middle School Remediation on Postsecondary Success: Regression Discontinuity Evidence from Florida. Working Paper No. 258-0921
Quelle	(2021), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Middle School Students; Remedial Instruction; Outcomes of Education; Scores; Language Arts; Dual Enrollment; College Credits; Selective Admission; Colleges; Academic Persistence; Educational Attainment; Florida + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Förderkurs; Lernleistung; Schulerfolg; Sprachkultur; Doppelstudium; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Bildungsselektion; Bildungsabschluss; Bildungsgut
Abstract	High school graduation rates in the United States are at an all-time high, yet many of these graduates are deemed not ready for postsecondary coursework when they enter college. This study examines the short-, medium-, and long-term effects of remedial courses in middle school using a regression discontinuity design. While the short-term test score benefits of taking a remedial course in English language arts in middle school fade quickly, I find significant positive effects on the likelihood of taking college credit-bearing courses in high school, college enrollment, enrolling in more selective colleges, persistence in college, and degree attainment. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01