Does Remediation Work for All Students? How the Effects of Postsecondary Remedial and Developmental Courses Vary by Level of Academic Preparation. NCPR Brief

Autor/inn/en	Boatman, Angela; Long, Bridget Terry
Institution	National Center for Postsecondary Research (ED)
Titel	Does Remediation Work for All Students? How the Effects of Postsecondary Remedial and Developmental Courses Vary by Level of Academic Preparation. NCPR Brief
Quelle	(2011), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Public Colleges; Academic Achievement; Developmental Studies Programs; Credits; Program Effectiveness; Remedial Instruction; Student Placement; College Preparation; Outcomes of Education; College Students; Longitudinal Studies; Difficulty Level; Higher Education; Regression (Statistics); Academic Persistence; School Holding Power; Graduation Rate; Mathematics Instruction; Reading Instruction; Tennessee; COMPASS (Computer Assisted Test) + Suchen Sie Ihr Suchwort? Schulleistung; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Förderkurs; Schülerpraktikum; Lernleistung; Schulerfolg; Collegestudent; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schwierigkeitsgrad; Hochschulbildung; Hochschulsystem; Hochschulwesen; Regression; Regressionsanalyse; Mathematics lessons; Mathematikunterricht; Leseunterricht
Abstract	This Brief summarizes a study that addresses the impact of remedial and developmental courses on students with a range of levels of preparedness. Using longitudinal data from Tennessee, the authors estimate the effects of placement into varying levels of mathematics, reading, and writing courses for students attending public two- and four-year colleges and universities. This is possible due to the state's multi-tiered system in which students--based on their scores on the untimed, computer-adaptive COMPASS[R] placement test (developed by ACT, Inc.)--could be assigned into one of four levels of mathematics courses (college level, upper developmental, lower developmental, and remedial) and one of three levels of reading and writing courses (college level, developmental, and remedial). In Tennessee, developmental courses refer to those courses just below college level, while remedial courses contain lower-level material intended for students who are very underprepared. Using a regression discontinuity (RD) research design, the authors provide causal estimates of the effects of placement on a number of short-, medium-, and long-term student outcomes, including persistence, degree completion, and the number of total and college-level credits completed. Results of the study suggest that remedial and developmental courses do differ in their impact by level of student preparation. [For "Does Remediation Work for All Students? How the Effects of Postsecondary Remedial and Developmental Courses Vary by Level of Academic Preparation. An NCPR Working Paper," see ED512610.] (ERIC).
Anmerkungen	National Center for Postsecondary Research. Teachers College, Columbia University, Box 174, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ncpr@columbia.edu; Web site: http://www.postsecondaryresearch.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10